6th Reading Kit

SAVVAS
Literature
Reading Kit
GRAD E 6
by Savvas Learning Company LLC. All Rights Reserved. Printed in the United States
of America. This publication is protected by copyright, and permission should be obtained from the publisher
prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to
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students in each class. Notice of copyright must appear on all copies. For information regarding permissions,
write to Rights Management & Contracts, by Savvas Learning Company LLC,, .
Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.
ISBN -13: 978-0-13-327243-7
ISBN -10: 0-13-327243-5
4 5 6 7 8 9 10 V056 18 17 16 15 14
PART 4: LANGUAGE ARTS INSTRUCTION—PROFESSIONAL ARTICLES
Literacy Challenge of Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .356
The Reading Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .358
English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .361
Contents
Less Proficient Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .371
Students With Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .380
How to Use .the
ANSWERS . . . Reading
. . . . . . . . Kit
. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .....viii
393
PART 1: PRACTICE AND ASSESS ALPHABETICAL BY SKILL
READING AND LITERARY ANALYSIS Practice Assess
Analyzing Structural Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. . . . . . . . . . . . 5
Author’s Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104. . . . . . . . . . 105
Author’s Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .130. . . . . . . . . . 131
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30. . . . . . . . . . . 31
Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102. . . . . . . . . . 103
Author’s Style . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134. . . . . . . . . . 135
Biography and Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 . . . . . . . . . . 111
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236. . . . . . . . . . 237
Characterization: Direct and Indirect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56. . . . . . . . . . . 57
Character’s Motives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60. . . . . . . . . . . 61
Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220. . . . . . . . . . 221
Compare-and-Contrast Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78. . . . . . . . . . . 79
Compare a Novel to a Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206. . . . . . . . . . 207
Comparing Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84. . . . . . . . . . . 85
Conflict: External and Internal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58. . . . . . . . . . . 59
Connect and Clarify Main Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262. . . . . . . . . . 263
PHL10_GO6_RK_TOC.qxd 7/21/10 1:46 PM Page viii
Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152. . . . . . . . . . 153
Creating Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238. . . . . . . . . . 239
Dialogue in Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204. . . . . . . . . . 205
Distinguish Between Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26. . . . . . . . . . . 27
Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76. . . . . . . . . . . 77
Elements of Fantasy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice . .244. . . . . . . . .Assess
. 245
Evaluate Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. . . . . . . . . . 223
Expository
© by Savvas Essay LLC
Learning company . . .All
. .rights
. . . .reserved.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108. . .Reading Kit vii
. . . . . . . 109
Fables and Folk Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. . . . . . . . . . 241
Fiction and Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10. . . . . . . . . . . 11
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156. . . . . . . . . . 157
Follow Multiple-Step Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154. . . . . . . . . . 155
Forms of Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180. . . . . . . . . . 181
Foreshadowing and Flashback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268. . . . . . . . . . 269
Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160. . . . . . . . . . 161
Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126. . . . . . . . . . 127
Make and Support Assertions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28. . . . . . . . . . . 29
Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52. . . . . . . . . . . 53
Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . 3
Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132. . . . . . . . . . 133
Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242. . . . . . . . . . 243
Narrative Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106. . . . . . . . . . 107
Narrator and Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . . . 9
Paraphrasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176. . . . . . . . . . 177
Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264. . . . . . . . . . 265
Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . 7
Prepare Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178. . . . . . . . . . 179
Recognize Propaganda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128. . . . . . . . . . 129
Rhythm and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158. . . . . . . . . . 159
Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184. . . . . . . . . . 185
©
©by
bySavvas
SavvasLearning company
Setting
Learning LLC, All Rights
company. . . LLC, .Reserved.
. . . publishing
. . . . . . as
. . Pearson
. . . . . .Prentice
. . . . . Hall. .Reading
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82. . . Reading
. . . . . . . Kit
83 iii
Kit iii
Setting a Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260. . . . . . . . . . 261
Sound Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182. . . . . . . . . . 183
Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . 7
Prepare Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178. . . . . . . . . . 179
Rhythm and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice . .158. . . . . . . . .Assess
. 159
Sensory Language
Evaluate Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. .184. . . . . . . . . . 223
185
Setting . . . Essay
Expository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..108. .82. . . . . . . . . . .10983
Settingand
Fables a Purpose
Folk Tales for Reading
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. .260. . . . . . . . . . 261
241
Sound Devices
Fiction and Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..182. .10. . . . . . . . . . 183
. 11
Stage Directions
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156. .222. . . . . . . . . . 157
223
Summary
Follow . . . . . . . . . . Directions
Multiple-Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202. .154. . . . . . . . . . 203
155
Symbolism
Forms of Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..180. .34. . . . . . . . . . 181
. 35
Theme . . . . . . . and
Foreshadowing . . . . Flashback
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..268. .80. . . . . . . . . . .26981
Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..160.
Imagery .32. . . . . . . . . . 161
. 33
Universal
Main Idea Theme
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126. .266. . . . . . . . . . 267
127
Use Text
Make andAids and Text
Support Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28.
Assertions .54. . . . . . . . . . . 2955
Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52. . . . . . . . . . . 53
VOCABULARY
Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . 3
Prefix: trans- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 . . . . . . . . . . . 225
Prefixes and Suffixes: dis-, ex-, com-, -ation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 . . . . . . . . . . . . 63
Prefixes and Suffixes: -ity, -ance, ir-, sup-/super- . . . . . . . . . . . . . . . . . . . . . . . . . . 112 . . . . . . . . . . . 113
Prefixes, Suffixes, and Word Roots: auto-, -mal-, -ant, -y . . . . . . . . . . . . . . . . . . 162 . . . . . . . . . . . 163
Prefixes, Suffixes, and Word Roots: -ness, -able, be-, -min- . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . 13
Prefixes, Suffixes, and Word Roots: pre-, -ent, -scrib-/-scrip-, -tort- . . . . . . . . . 136 . . . . . . . . . . . 137
Suffixes: -less, -ship, -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 . . . . . . . . . . . 187
Suffixes and Word Roots: -ible, -ous, -splend-, -pen- . . . . . . . . . . . . . . . . . . . . . . . 246 . . . . . . . . . . . 247
Suffixes and Word Roots: -ment, -ary, -van-, -mort- . . . . . . . . . . . . . . . . . . . . . . . 270 . . . . . . . . . . . 271
Word Root: -eth- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 . . . . . . . . . . . 209
Word Roots: -migr-, -clin-, -tempor-, -volv- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 . . . . . . . . . . . . 87
Word Roots: -sequ-/-sec-, -pel-/-pul-, -mens-/-met- . . . . . . . . . . . . . . . . . . . . . . . . . . 36 . . . . . . . . . . . . 37
Setting a Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Practice
GRAMMAR . . .260. . . . . . . . .Assess
. 261
Sound Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182. . . . . . . . . . 183
Action and Linking Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64. . . . . . . . . . . 65
Stage Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. . . . . . . . . . 223
Adjectives and Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114. . . . . . . . . . 115
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202. . . . . . . . . . 203
Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138. . . . . . . . . . 139
Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34. . . . . . . . . . . 35
viii Reading
Combining KitSentences for Variety . . . . . . . . . . . . . . . . . . . . . . . . . . .©. by . . Savvas
. . . . . Learning
Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80. . . . . . . . . . . 81
.228. . .company. . . . . .LLC . 229All rights reserved.
Combining Sentences Using Coordinating Conjunctions . . . . . . . . . . . . . . .142. . . . . . . . . . 143
Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32. . . . . . . . . . . 33
Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .274. . . . . . . . . . 275
Universal Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266. . . . . . . . . . 267
Common and Proper Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14. . . . . . . . . . . 15
Use Text Aids and Text Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54. . . . . . . . . . . 55
Comparisons With Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116. . . . . . . . . . 117
Conjunctions and Interjections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140. . . . . . . . . . 141
VOCABULARY
Errors with
Prefix: trans-Possessive
. . . . . . . . Nouns
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224. . .18. . . . . . . . . . 225 . 19
Gerunds
Prefixes: re-, dis-, ex-, in- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62. . . . . . . . . . .227
and Gerund Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .226. . . . . . . . . . 63
Independent
Prefixes and Subordinate
and Suffixes: -ation, -able, Clauses pre-, be- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..248. .12. . . . . . . . . . .249 13
Irregularand
Prefixes andSuffixes:
Troublesome Verbsir-,
-ity, -ance, . . sup-/super-
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..112. .68. . . . . . . . . . .113 69
Perfect Verb
Suffixes: -less,Tenses . . . .-y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186.
-ship, -ly, . .90. . . . . . . . . . 187 . 91
Predicateand
Suffixes NounsWord and Predicate
Roots: Adjectives
-ent, -ible, -volv-, -tort- . . . . . . . . . . . . . . . . . . . . . . . . . . . .136. .190. . . . . . . . . . 137 191
Prepositions and Prepositional
Suffixes and Word Roots: -min-, -mal-, -ness Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210.
.162. . . . . . . . . . 211
163
Principaland
Suffixes Parts Wordof Verbs
Roots:. .-ment,. . . . . -ous,
. . . . .-splend-,
. . . . . . . -mort- . . . . . . . . . . . . . . . . . . . . . . . . .246. . .66. . . . . . . . . . 247 . 67
Pronoun/Antecedent
Suffixes and Word Roots: Agreement
-en, -ary, .-van-, . . . . .-pen- . . . . . . . . . . . . . . . . . . . . . . . . . . . . .270. . .42. . . . . . . . . . 271 . 43
Pronouns: Interrogative and Indefinite
Word Roots: -pel-/-puls-, -sequ-/-sec-, -mens-/-met-, -scrib- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40.
.36. . . . . . . . . . . 37
41
Pronouns: Personal and Possessive
Word Roots and Prefixes: -migra-, com-, -clin-, -tempor- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38.
.86. . . . . . . . . . . 39
87
Punctuating
Word Roots: Citations
-eth- . . . .and . . . .Titles
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .208. .276. . . . . . . . . . 209 277
Revise to Maintain Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92. . . . . . . . . . . 93
Revising Choppy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192. . . . . . . . . . 193
Revising with Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212. . . . . . . . . . 213
Revising for Stronger Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168. . . . . . . . . . 169
Revising Sentence Fragments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252. . . . . . . . . . 253
viiiReading
iv Reading KitKitand Colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .©.by
Semicolons .272.
Savvas. . Learning
. . . . . . company
. 273 LLC All rights reserved
Sentence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ©. by . .Savvas
. . . .Learning
. . . . Company
. . . . . .LLC. .166. . . . . .
All Rights Reserved.
. . . . 167
Simple and Compound Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164. . . . . . . . . . 165
Revise to Maintain Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92. . . . . . . . . . . 93
Revising Choppy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192. . . . . . . . . . 193
Revising with Participial Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212. . . . . . . . . . 213
Revising for Stronger Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice . .168. . . . . . . . .Assess . 169
Evaluate Evidence Fragments
Revising Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. .252. . . . . . . . . . 223 253
Expository
Semicolons Essay and Colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108. .272. . . . . . . . . . 273 109
Fables
Sentence and Folk Tales
Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. .166. . . . . . . . . . 241 167
Fiction
Simple and Nonfiction
Compound. Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..164. .10. . . . . . . . . . 165 . 11
Figurative Languageand
Simple, Compound, . . . Complex
. . . . . . . . .Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156. .250. . . . . . . . . . 157 251
Follow
Simple Multiple-Step
Verb Tenses. . Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..154. .88. . . . . . . . . . .155 89
Forms
Singular of and
Poetry Plural . . .Nouns
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180. . .16. . . . . . . . . . .181 17
Foreshadowing
Subject Complements: and Flashback Direct and . . .Indirect
. . . . . . . Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . .268. .188. . . . . . . . . . 269 189
Imagery
Troublesome . . . .Modifiers
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160. .118. . . . . . . . . . 161 119
Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126. . . . . . . . . . 127
SPELLING
Make and Support Assertions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28. . . . . . . . . . . 29
Adding Suffixes .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .94.
Make Inferences .52. .. .. .. .. .. .. .. .. .. .. 53
95
Base Words and Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 . . . . . . . . . . . 3 . . . . . . . . . . . .144. . . . . . . . . . 145
Easily
Mood Confused
. . . . . . . . .Words
. . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .132. . .44. .. .. .. .. .. .. .. .. .. 133
. 45
Syllables with No Sound Clues . . . . . . . . . . . . . . . . . . . . . . . . . .
Myths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242. . . . . . . . . . 243. . . . . . . . . . .230. . . . . . . . . . 231
Word Families
Narrative Essay. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .106. .278. .. .. .. .. .. .. .. .. .. 107
279
Words
Narrator and Point of View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. . . . . . . . . . .195
With Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194. . . . . . . . . . .9
Paraphrasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176. . . . . . . . . . 177
WRITING
Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264. . . . . . . . . . 265
Autobiographical Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22. . . . . . . . . . . 23
Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 . . . . . . . . . . . 7
Autobiographical Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50. . . . . . . . . . . 51
Prepare
PHL10_GO6_RK_TOC.qxd Applications
7/19/10 3:15 PM . .Page . . . . x. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .178. . . . . . . . . . 179
Cause-and-Effect Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234. . . . . . . . . . 235
Comparison-and-Contrast Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200. . . . . . . . . . 201
Rhythm and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158. . . . . . . . . . 159
Description of a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96. . . . . . . . . . . 97
Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184. . . . . . . . . . 185
Descriptive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24. . . . . . . . . . . 25
Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82. . . . . . . . . . . 83
Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .256. . . . . . . . . . 257
Setting a Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Practice
Fable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .254. . . . . . . . .Assess
. . .260. . . . . . . . . . 261
. 255
Sound
Help-Wanted Ad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. ..182.
Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70. .. .. .. .. .. .. .. .. .. .183
71
Stage Directions . . .. LLC
.. .. ..All
.. ..rights
.. .. .. ..reserved.
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .124.
.222. .. .. .. .. .. .. .. .. .. 223
How-to
© by Savvas Essay
Learning company Reading125 Kit ix
Summary
Invitation .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .202.
.280. .. .. .. .. .. .. .. .. .. 203281
Symbolism
Journal Entry . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..146.
.34. .. .. .. .. .. .. .. .. .. .147
35
Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120. . . . . . . . . . 121 . . . . . . . . . . .80. . . . . . . . . . . 81
Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .216. . . . . . . . . . 217 . . . . . . . . . . .32. . . . . . . . . . . 33
Universal
Letter to an Theme
Author. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .266. .170. .. .. .. .. .. .. .. .. .. 267
171
Use Text Aids and Text Features . . . . . . . . . . . . . . . . . . . . . . . . . .
Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148. . . . . . . . . . 149 . . . . . . . . . . .54. . . . . . . . . . . 55
Multimedia Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258. . . . . . . . . . 259
VOCABULARY
News
Prefix:Report
trans- .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .224.
. .20. .. .. .. .. .. .. .. .. .. .225
21
Personal
Prefixes: re-, dis-, ex-, in- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62. . . . . . . . . . . 49
Anecdote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48. . . . . . . . . . . 63
Personaland
Prefixes Narrative
Suffixes: . . -ation,
. . . . . . -able,. . . . .pre-, . . . . be- . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .12.
.98. .. .. .. .. .. .. .. .. .. .. 13
99
Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Prefixes and Suffixes: -ity, -ance, ir-, sup-/super- . . . . . . . . . . . . . . . . . . . . . . . .112. . . . . . . . . . 113 . . . . . . . . . . . . . . . .150. . . . . . . . . . 151
Persuasive
Suffixes: Letter
-less, -ship,. -ly,
. . . .-y. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .186.
.122. .. .. .. .. .. .. .. .. .. 123
187
Persuasive Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Suffixes and Word Roots: -ent, -ible, -volv-, -tort- . . . . . . . . . . . . . . . . . . . . . . .136. . . . . . . . . . 137 . . . . . . . . . . . . . . . . . .72. . . . . . . . . . . 73
Plot Proposal
Suffixes and Word . . . . .Roots:
. . . . . .-min-, . . . . . -mal-,
. . . . . .-ness . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .162.
.282. .. .. .. .. .. .. .. .. .. 163
283
Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Suffixes and Word Roots: -ment, -ous, -splend-, -mort- . . . . . . . . . . . . . . . . . . .246. . . . . . . . . . 247. . . . . . . . . . . . . . . . . . .172. . . . . . . . . . 173
Poem
Suffixes and Word Roots: -en, -ary, -van-, -pen- . . . . . . . . . . . . . . . . . . . . . . . .270. . . . . . . . . . 197
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196. . . . . . . . . . 271
Problem-and-Solution
Word Roots: -pel-/-puls-, -sequ-/-sec-, -mens-/-met-, -scrib- . . . . . . . . . . . . . . . . .36. . . . . . . . . . .175
Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174. . . . . . . . . . 37
Prose Description
Word Roots and Prefixes: . . . . . . .-migra-,
. . . . . . .com-, . . . . .-clin-,
. . . . . -tempor-
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..198. .86. .. .. .. .. .. .. .. .. .. 199
. 87
Research
Word Roots: Report-eth- . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .208.
.284. .. .. .. .. .. .. .. .. .. 209
285
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74. . . . . . . . . . . 75
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218. . . . . . . . . . 219
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232. . . . . . . . . . 233
Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46. . . . . . . . . . . 47
Short Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100. . . . . . . . . . 101
viii Reading
SummaryKit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .©. by . . Savvas
. . . . . Learning
.214. . .company
. . . . . .LLC . Reading
215 Kit v
All rights reserved.
© by Savvas Learning company LLC,All Rights Reserved.

Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74. . . . . . . . . . . 75
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .218. . . . . . . . . . 219
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232. . . . . . . . . . 233
Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice . . .46. . . . . . . . .Assess . . 47
Evaluate
Short Story Evidence
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100. .222. . . . . . . . . . 223 101
Expository Essay
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108.
.214. . . . . . . . . . 109
215
Fables and Folk Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .240. . . . . . . . . . 241
Fiction and Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10. . . . . . . . . . . 11
Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156. . . . . . . .Graphic . . 157
PARTFollow
2: LITERATURE-BASED STRATEGIES
Multiple-Step Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .154. . . . . . . . . . 155 Strategy OrganizerGraphic
PART Predictogram:
2:
Forms LITERATURE-BASED
of Poetry Relating. . . . . .Words . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Strategy
. . . . STRATEGIES .. .. .180.
.288. .. .. .. .. ..Organizer .. .. .. .. 289 181
PHL10_GO6_RK_TOC.qxd 3/5/08 4:42 AM Page vi
Predictogram:
Predictogram:
ForeshadowingRelating Literary
and Flashback Features . . . . . . . . . . . . . . . . . . . . . .
Words .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .268.. . . . . . . . . . . . . .288. .. .. .. .. .. ... ... ... ... 289
.290. . . . . . 291
269
Predictogram:
Predictogram: Asking
Imagery . . . . .Literary
. . . . . . . .Features Questions . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .160. . . . . . . . . . . . .292. . . . .
.290. .. .. .. .. .. .. .. .. .. 161 . . . . . 293
291
Predictogram:
Predictogram: Using
Asking Quotations
Questions .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
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. .
. .
. .
.
Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126. . . . . . . . . . 127 .
. .
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. .294.
.292. .
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. 295
293
K-W-L Chart
Predictogram:
Make and Support . .
Using. . . . . . .
Quotations
Assertions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..294. . . . . . . . . .296. . . . . .
.28. .. .. .. .. .. .. .. .. .. .295. . . . 297
29
Plot
MakeStructure
K-W-L Chart .Map
Inferences . . .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .296.
.298.
. .52. ... ... ... ... ... ... ... ... ... 299 297
. 53
Story
Plot Sequence
MakeStructure
Predictions MapChart . .............................................................................................................................................300. .298. . . 2 ............................301 299
. 3
Story
Story Triangle
Sequence . .
Chart. . . . .
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Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132. . . . . . . . . . 133 .
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.300. .
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301
Story-Within-a-Story
Story . . . . . . . .. .. .. .. .. ..Map
MythsTriangle .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .242.
.304. ... ... ... ... ... ... ... ... ... 305
.302. 303
243
Story-Comparison
Narrative Essay . . . .Map Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .106. . . . . . . . . . . . .306.
.304. ... ... ... ... ... ... ... ... ... 107 307
305
Cause-Effect
Narrator andFrame
Story-Comparison PointMap of. .View . .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .306. .308.
. . .8. ... ... ... ... ... ... ... ... ... 307 309
..9
Character-Trait
Cause-Effect Frame Web .
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Paraphrasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176. . . . . . . . . . 177 .
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. .310.
.308. .
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. 311
309
Venn Diagram
Character-Trait
Personification Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .310. . . . . . . . . . . . .312. . . . .
.264. .. .. .. .. .. .. .. .. .. 265 . . . . . 313
311
Character-Change
Venn . . . . . . . . ........Map
Plot . Diagram ...........................................................................................................................................312. .314. . . 6 ............................315 313
. 7
Details
PrepareWeb
Character-Change . . . . . .Map
Applications . . .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .316. .178. ... ... ... ... ... ... ... ... ... 317
.314. 315
179
Main
DetailsIdea
Recognize Web Map . . . .. .. .. .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .316.
Propaganda .318.
.128. ... ... ... ... ... ... ... ... ... 317 319
129
Time
Main
Rhythm Line
Idea and . .
Map . .
Rhyme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .318. . . . . . . . . . . . .158. .. .. .. .. .. .. .. .. .. 321
.320. . . . . . . . . . 319
159
Enumerative
Time
SensoryLine . . .Text
Language . . . .Frame. .. .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .320. .322. ... ... ... ... ... ... ... ... ... 323
.184. 321
185
Compare-Contrast
Enumerative
Setting . . . . .Text . . . .Frame.Text
. . . . Frame . .. .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..324. .322. .82. ... ... ... ... ... ... ... ... ... .323 325
83
Cause-Effect
Compare-Contrast Frame: Text Multiple Frame Causes
. . . . . . .
. .
. .
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. .
. .
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. .
.
Setting a Purpose for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260. . . . . . . . . . 261 .
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.324. .
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. 327
325
Cause-Effect Frame: . . . . Multiple
. . . . . . . . Causes . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .182. .326. .. .. .. .. .. .. .. .. .. 183 327
PARTSound Devices
3: CLASSROOM MANAGEMENT STRATEGIES
Stage Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .222. . . . . . . . . . 223
x Reading
PART ■ 3:Teacher-Mediated
CLASSROOM
Summary
Kit
. . . . . . . . . . MANAGEMENT
. .Classroom
. . . . . . . . . . .Reading . . . . . STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . .202. . . . . . . .Graphic
. . . .Strategies
© by Savvas Learning company LLC All rights reserved.
. . 203
PARTTeacher-Mediated
■ 2: LITERATURE-BASED
Teacher-Mediated Classroom Classroom Reading
STRATEGIES Reading Strategies: Strategies
Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34. . . . . . . . . . . 35 Strategy Organizer
Predictogram:
. . . . . .Relating
Introduction
Teacher-Mediated
Theme .. .. .. .. ..Words
.. .. .. Classroom .. .. .. .. .. .. .. .. Strategies:
.. .. .. .. .. Reading .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..288. . .80.. . . ......... ... ... ... ... ... ... .330 289
. 81
Predictogram:
Choral Reading
Introduction
Tone Literary
. . . . . . Features
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .32. . . . . . . . . . . .290.
. . . . . . . . . . . . . . .
. . . .. .. .. .. .. .. .. .. .. .330. . . . . . . .291
.33133
Predictogram:
Oral
ChoralCloze
Universal Reading . . .Asking
Theme . .. .. ... ... ... ...Questions
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .266.
.292.
.. .. .. .. .....................................332 293
.331
267
Predictogram:
Silent
Oral Independent
Cloze
Use Text Aids Using
. . .and
. . . Text . .Quotations
. Rereading . . . . . . .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .294.
. .Features .. .. .. .....................................333
... .54. .295
.33255
K-W-L
Structured
Silent Chart . . . . .Reading
Partner
Independent . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .296.
Rereading .. .. .. .. ... ... ... ... ... ... ... ... ... .333 297
.334
Plot Structure
Preparing-to-Read
VOCABULARY
Structured Map Questions
Partner . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .298.
Reading .. .. .. .. ... ... ... ... ... ... ... ... ... .335 299
.334
Story
ReadingSequence
Guide Chart
Questions . . . . . . . . . . . . . . . . . . . . . . .
Preparing-to-Read Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .335
Prefix:
PHL10_GO6_RK_TOC.qxd trans-
7/21/10 . .
1:46 . . . .
PM . . .
Page. . . . .
vii . . . . . . . . . . . . . . . . .
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. .300.
.
.224. . . . . .
. ... ... ... ... ..
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. 301
.336
225
Story
A Triangle
Range of
Prefixes: Guide
Reading . .
Appropriate .
re-, dis-,Questions . . . . . . . .
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . .
ex-, in- . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .62.. . . . . . . . . . . . . .302.
. . . . . . . . .. .. .. ..
. . . .. .. .. .. .. .. .. .. .. .336 .. . . . . 303
.337
. 63
Question
A Rangeand
Prefixes Frames
of Appropriate
Suffixes: . . . .Map . . . -able,
. . .Questions
-ation, . . . . .pre-, . .. .. ..be- .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..304. .. .. .. .... .... .... .... .... .... .... .... .... .338
.. .12. .305
.33713
Story-Comparison Map . . . . . . . . . . . . . . . . . . . . . . .
Question Frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .338
Prefixes and Suffixes: -ity, -ance, ir-, sup-/super- . . . . . . . .. . . .. . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . .306..112. .
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. 307
113
Cause-Effect
Suffixes: -less,Frame
-ship, -ly, . . .-y. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .186. .308. .. .. .. .. .. .. .. .. .. 309 187
Character-Trait
Vocabulary Weband . . .
Concept . . . . . . . . . .
Development . . . . . . . .
Suffixes and Word Roots: -ent, -ible, -volv-, -tort- . . . . . . . . . . . . . . . . . . . . . . .136. . . . . . . . . . 137 . . . . . . . . . . . . . . . . . . . . . . . . . .310. . . . . . . . . . 311
Venn Diagram
Suffixes
vi Reading
Vocabulary and Word
Kit and . . . .Roots:
Concept . . . . . .-min-, . . . . . -mal-,
Development: . . . . . .-ness . . . . .. .. .. .. .. .. ..©.. by .. .. Savvas
.. .. .. .. .. Learning
.. .. .. .. .. .. company
.. .. .. .. .. .162..312. .. .. .. .. .. .. ..as.. ..Pearson
LLC, publishing
313 Prentice Hall.
163
Character-Change
Suffixes and Word
Introduction . . . Map . . . . .. ..-ment,
.Roots: .. .. .. .. .. -ous,
.. .. .. .. ..-splend-,
.. .. .. .. .. .. .. -mort- .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .246. .314.
. . . . ... ... ... ... ... ... ... ... ... .339 315
247
vi Reading Kit
Details
SuffixesWeb . . . . . .Roots:. . . . .Convey .-en,. . . -ary,. . . Meaning
. .-van-,
. . . . .-pen- . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .270. .316.. . . . ... ... ... ... ... ... ... ... ... .340 317
© by Savvas Learning company LLC, publishing as Pearson Prentice Hall.
Preteaching and Vocabulary:
Word 271
Main Idea Map . . . . . . . . .
Word Roots: -pel-/-puls-, -sequ-/-sec-, -mens-/-met-, -scrib-
Preteaching Vocabulary: Check . . . . . . . .
Understanding. . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . .318.. .36. . . . . . . . . . .319
. . . . . . . . . . . .. .. .. . . . . .34137
Time Line
Word Roots. .and
Vocabulary . . . .Prefixes:
Development . . . . . . . .-migra-, . . . . . . .com-,
. . . . . . . . . . . .-clin-,
. . . . . . . . . . -tempor-
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ... ... ... ... ... ... ... ... .342
.86. 321
. 87
Enumerative
Word Roots:
Choosing Text Frame
-eth-
Vocabulary . . . Words. . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .208. .322.
. . . . ... ... ... ... ... ... ... ... ... .343 323
209
Possible Sentences Text
Compare-Contrast . . . .Frame . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .324. . . . . .. .. .. .. .. .. .. .. .. .344 325
Cause-Effect Frame: Multiple
Word Analysis/Teaching Word Causes Parts .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .326. . . . . .. .. .. .. .. .. .. .. .. .345 327
Assessing Vocabulary Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .346
PARTList-Group-Label
3: CLASSROOM . . . MANAGEMENT
. . . . . . . . . . . . . . . . . . STRATEGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .347
■ Teacher-Mediated
Concept Mapping/Clarifying Classroom Routine Reading . . . . . . .Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .348
viiiReading
vi Teacher-Mediated
Reading KitKit
Using Concept Maps Classroom . . . . . . . Reading . . . . . . . . Strategies: . . . . . . . . . . . . . . . . . . . . . .©. by . . Savvas
. . . . . Learning . . . . . .company . . . . . . LLC . .349 All rights reserved.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ©. by . .Savvas
. . . .Learning . . . . .company . . . . .LLC, . . All. .Rights
. . . Reserved.. . . . . . .330
Structuring
Choral Reading Academic . . . . . . . . . . Discussion . . . . . . . . . . . and . . . . .Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .331
Idea Wave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Choosing Vocabulary
Vocabulary Development Words . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .343
.342
Possible Sentences
Choosing Vocabulary . . Words
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .343
.344
Word Analysis/Teaching Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . .
Possible Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .344 . . . . . . . . . . . . . . . . . .345
Assessing Vocabulary Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word Analysis/Teaching Word Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .345 . . . . . . . . . . . . . . . . . . . . . . . .346
List-Group-Label
Assessing Vocabulary . . . .Mastery
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .346
.347
Concept Mapping/Clarifying
List-Group-Label . . . . . . . . . . .Routine
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .347 .348
Using Concept Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Concept Mapping/Clarifying Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .348 . . . . . . . . . . . . . . . . . . . . . . . .349
Using Concept Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .349
Structuring Academic Discussion and Writing
Structuring
Idea Wave . . . . Academic
. . . . . . . . . . Discussion
. . . . . . . . . . . and . . . . .Writing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Numbered
Idea Wave . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .350
Heads and Think-Write-Share-Pair .351
Clear Assignment
Numbered Heads Guidelines . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .352
and Think-Write-Share-Pair .351
UsingAssignment
Clear Sentence Starters
Guidelines . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .353
.352
Using Sentence Starters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .353
PART 4: LANGUAGE ARTS INSTRUCTION—PROFESSIONAL ARTICLES
PARTLiteracy
4: LANGUAGE
Challenge ofARTS
Diverse INSTRUCTION—PROFESSIONAL
Learners . . . . . . . . . . . . . . . . . . . . . . . . .ARTICLES . . . . . . . . . . . . . . . Graphic . . .356
PARTLiteracy
2: Reading
The LITERATURE-BASED
Process
Challenge . . . . . . STRATEGIES
of Diverse . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Strategy
. .Learners .. .. .. .. .. .. .. .. .. .. .. ..Organizer
.. .. .. .358
.356
Predictogram:
English
The Language
Reading Relating
Process Learners . .Words
. . . . .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...288. .. .. .. .. ... ... ... ... ... ... ... ... ..361289
.358
Predictogram:
Less Proficient
English Language Literary
LearnersLearners Features
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..290.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. ... ... ... ... ... ... ... ... ..361291
.371
Predictogram:
Students
Less With Asking
Proficient Special
Learners Questions
Needs . . . . .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...292. .. .. .. .. ... ... ... ... ... ... ... ... ..380
293
.371
Predictogram:
Students With Using
SpecialQuotations Needs . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..294. . . . . .. .. .. .. .. .. .. .. ..380 295
ANSWERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .393
K-W-L Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .296. . . . . . . . . . 297
ANSWERS
Plot Structure . . .Map
. . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .298. . . . . .. .. .. .. .. .. .. .. .. .299 393
Story Sequence Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .300. . . . . . . . . . 301
READING AND LITERARY
Story Triangle . . . . . . . . . . ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Practice . .302. . . . . . . . .Assess . 303
READING
Analyzing AND LITERARY
Structural Map
Features . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..Practice
ANALYSIS .. .304.
. . .4. .. .. .. .. .. .. .. ..Assess .. 305
..5
Story-Comparison
Author’s Conclusions
Analyzing Map
Structural Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..104. . . . . . . . . . . .306.. .4. .. .. .. .. .. .. .. .. .. 307
. . . . . . . . . .105
.5
Cause-Effect Frame
Author’s Conclusions
Author’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Influences . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .104. . . . . . . . . . . . . . .308.
.130. ... ... ... ... ... ... ... ... ... 309 131
105
Character-Trait
Author’s
Author’s Perspective
InfluencesWeb .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .310. . .30. ... ... ... ... ... ... ... ... ... .131
.130. 311
31
Venn Diagram
Author’s Purpose . . . .. . . .. .. .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30. . . . . . . . . . . 31. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .312.
.102. .
. .
. .
. .
. .
. .
. .
. .
. .
. 313
103
Character-Change
Style . . . ..Map
Author’s Purpose
Author’s .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .314.
.134. ... ... ... ... ... ... ... ... ... 315
.102. 135
103
Details Web
BiographyStyle
Author’s . . . . . .
and .Autobiography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .134. . . . . . . . . . . . . . .316.
.110 . ... ... ... ... ... ... ... ... ... 317 111
135
Main
Cause Idea
and Map
Effect . .. .. . . .. .. .. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Biography and Autobiography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 . . . . . . . . . . 111. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .318.
.236. .
. .
. .
. .
. .
. .
. .
. .
. .
. 319
237
Time
CauseLineand .Effect
. . . . . ..Direct
Characterization: .. .. .. .. .. ..and .. .. .. Indirect
.. .. .. .. .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .320. . .56. ... ... ... ... ... ... ... ... ... 321
.236. . 57
237
Enumerative
Character’s Text Frame . . . . .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
. .
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. .
. .
Characterization: Direct and Indirect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56. . . . . . . . . . . 61
Motives . .
. .
. .
. .
. .
. .
. .
. .
. .
. .
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. .
. .
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. .
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. .. .322.
. .60. .
. .
. .
. .
. .
. .
. .
. .
. .
. 323
. 57
Compare-Contrast
Compare and
Character’s Contrast
Motives Text . . . Frame
.. .. .. .. .. .. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..220.
.324..60. ... ... ... ... ... ... ... ... ... .221 325
61
Cause-Effect Frame:
Compare-and-Contrast MultipleOrganization Causes .
. .
. .
. .
. .
. .
. .
. .
. .
. .
.
Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220. . . . . . . . . . 221 .
. .
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. .326.
. .78. .
. .
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. .
. .
. .
. 327
. 79
Compare a Novel to a Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206. . . . . . . . . . 207
PARTCompare-and-Contrast
3: CLASSROOM
Comparing Themes
Organization . . . . STRATEGIES
MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78. . . . . . . . . . . 79
Compare a Novel to a. .Dramatization
. . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..206. .84. .. .. .. .. .. .. .. .. .. .207 85
■ Teacher-Mediated
Conflict: External and. .Internal Classroom Reading Strategies
Comparing Themes . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .84. .58. .. .. .. .. .. .. .. .. .. .. 85 59
Teacher-Mediated
Connect and Clarify Classroom
Main Ideas Reading . . . . . Strategies:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262. . . . . . . . . . 263
Conflict: External and Internal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58. . . . . . . . . . . 59
Introduction .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .152.
Context . . . . . . . . . . . . . .330
Connect Clues
and Clarify Main Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262. .. .. .. .. .. .. .. .. .. 153 263
Choral
Creating Reading
Outlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238. . . . . .. .. .. .. .. .. .. .. .. .331
Context Clues . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .152. . . . . . . . . . 239 153
Oral Clozein .Drama
Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204. . . . . .. .. .. .. .. .. .. .. .. .332
Creating Outlines . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .238. . . . . . . . . . 239 205
Silent Independent
Distinguish Between Rereading
Fact and .
Opinion. . . . . . . .
. .
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. .
. . .26.
. . . . .. .. .. .. .. .. .. .....333 . 27
Dialogue in Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204. . . . . . . . . . 205
Structured
Draw Partner Reading . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .76. . . . .. .. .. .. .. .. .. .. .. .334
Distinguish Between Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26. . . . . . . . . . . 77
Conclusions . . . . . . . . . . 27
Preparing-to-Read
Elements of FantasyQuestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .335
Draw Conclusions . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .244. . .76. . . . . . . . . . 245 . 77
Reading Guide Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .336
Elements of Fantasy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244. . . . . . . . . . 245
A Range of Appropriate Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading
© by Savvas Learning company LLC All rights reserved.
. . . . . . . .337 Kit vii
Question Frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .338
© by Savvas Learning company LLC All rights reserved. Reading Kit vii
vi Reading Kit © by Savvas Learning company LLC, publishing as Pearson Prentice Hall.
© by Savvas Learning company LLC, All Rights Reserved. Reading Kit vii
How to Use the Reading Kit
The Reading Kit has four parts, each designed to help you address the needs of students
with varying ability levels.
• Use Part 1 to reteach and reassess unmastered skills
• Use Part 2 to develop independent application of active reading strategies
• Use Part 3 to ensure that students of all ability levels actively participate in learning
activities and class discussions.
• Use Part 4 to devise strategies for addressing the special needs of diverse learners.
Part 1 Practice and Assess

Part 1 is organized around the skills taught in the student edition. These Practice and
Assess pages are designed to reteach skills targeted by the Benchmark, but you can
use them at any time that you feel reteaching is needed. All Practice and Assess pages
are also available electronically on Success Tracker.
• After administering a Benchmark Test, use the Interpretation Chart that accompanies
the tests to determine which Practice pages should be assigned to students.
• After students complete the Practice assignments, use the Assess pages to check mas-
tery of the specific skills that have been retaught.
Part 2 Everyday Reading Strategies

Part 2 provides teacher and student pages for teaching reading strategies that develop
active, thoughtful reading practices in all students. In addition, by giving direct instruction
in these strategies, you will provide struggling readers with the tools they need to improve
their comprehension and interpretation. These strategies can be used with any literature
selection.
• Introduce the strategy, using the strategy plan and the graphic organizer.
• Once students are familiar with the strategy, encourage them to use the strategy inde-
pendently with other selections.
Part 3 Classroom Management for Differentiated Instruction

Part 3 describes practical, effective strategies for engaging students of all ability levels in
learning activities and class discussions. These research-based, classroom-tested tech-
niques allow you to support your struggling students and challenge your advanced stu-
dents in the same discussion or activity. These frameworks can be used with any literature
selection or discussion topic.
Part 4 Language Arts Instruction—Professional Articles

Part 4 gives an overview of the diverse classroom. It also provides an analysis of the read-
ing process, identifying the four aspects that need to be addressed to fully support diverse
learners. Sections dedicated to specific characteristics of and challenges posed by three
groups follow, along with discussion of strategies and resources for each: English language
learners, less proficient learners, and special needs students.
viii Reading
© by Savvas Kitcompany LLC, publishing as Pearson Prentice Hall.
Learning © by Savvas Learning company LLC, All Rights Reserved. Reading Kit xi
Teacher’s Notes
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© by Savvas Learning company LLC, All Rights Reserved. Reading Kit ix

Teacher’s Notes
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x Reading Kit © by Savvas Learning company LLC, All Rights Reserved.

Teacher’s Notes
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© by Savvas Learning company LLC, All Rights Reserved. Reading Kit xi

Teacher’s Notes
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xii Reading Kit © by Savvas Learning company LLC, All Rights Reserved.
Practice and Assess
Name Date
Reading: Make Predictions

Practice
When you make predictions as you read, you make logical guesses about
what will happen next in a story. You can make predictions based on what
you have already read. You can also make predictions based on prior
knowledge, things you already know.
A Each of these questions is about the passage that follows. Write an answer to the
question, or write the letter of the choice that correctly answers the question.
1. Read the title of the passage. What does it lead you to predict about the story?
2. Read the rest of the passage. What might you predict from this passage?
A. Nina will play a joke on Daniela. B. Daniela will score the winning goal.
One Very Refreshing Drink

Nina always joked with her teammates. Even though the other girls knew
about her pranks, they were always caught off guard. At practice one day,
Nina brought a cooler of cold soda; it was hot outside, and she knew
everyone would be thirsty. She offered a drink to her teammate Daniela, who
was sweaty from running out in the field.
B The passage at the bottom of this page continues the story. Read the passage. Then, write
the letter of the choice that best answers each question.
1. Which event might happen next in the story?

A. Justin will open the exploding soda. B. Daniela will say the drink is gross.
2. Which prediction for the future is most likely to be true?

A. The team will win their game.
B. Nina will feel sorry for the jokes she is always playing.
Daniela was so thirsty that she decided to trust her teammate. She took
the drink. It was cold and refreshing, with no tricks. Then another teammate,
Hanna, jogged over. Nina saw her coming and quickly grabbed another soda
from her cooler. This time, though, she shook the can fast, up and down, so
that the soda would explode, soaking whoever popped the top. Just then
Justin, the most popular boy in the school, walked up and asked Nina for a
cold drink. Just looking at him made Nina nervous.
2 Reading Kit © by Savvas Learning company LLC All rights reserved.

Name Date

Assess
One Garden Surprise Leads to Another
One year my sister and I decided to plant a garden in honor of Mother’s
Day. Our plan was to plant an entire flower bed by the front porch and
surprise Mom. That meant doing a lot of work the day before Mother’s Day
and hoping that Mom would somehow not notice what was going on. Our
plan almost worked.
A Read the passage. Then, answer the questions.
1. Read the title of the story above. What do you think the story is about?
A. how to garden B. some surprises that happen in a garden
2. Would you predict that this story will be serious or funny?
3. What do you predict the next paragraph will be about?
4. What clue are you using to make your prediction?
B Read the next paragraph in the story. Then, answer the question.
We went to the nursery and got flats of plants—all of Mom’s favorites.

Dad took Mom out for the day so we could work in secret. We planted
dozens of flowers. The garden looked great! Dad even brought Mom in
through the back door and made her promise not to look out front. We were
so excited we could hardly sleep that night.
1. What do you predict might happen next?
2. Read the rest of the story. Explain whether your prediction was correct.
On Mother’s Day, we rushed to get Mom and ran outside with her. All we
saw in our flower bed were snipped-off stems and bits of leaves. The deer
had feasted on our Mother’s Day surprise!
Mom hugged us both and said, “Don’t worry. It’s still a beautiful surprise!
I’ll always remember it.”
© by Savvas Learning company LLC All rights reserved. Reading Kit 3

Name Date
Reading: Analyze Structural Features

Practice
You can use the text structure, or special features, of a Web site to move
around the site quickly and to find the information you need. Text structures
include:
Links Connections to other spots on a Web page, to other pages on the
Web site, or even to other Web sites. A link can be underlined or
highlighted words, an image, or a photo. When you roll your cursor over
a link, it turns into a hand.
Icons Images or small drawings that may appear alone or with words.
Many icons are links. Click on an icon, and you will be led to more
information on a topic or to another page in the Web site.
Graphics Pictures, maps, and other visual features are a big part of
many Web sites. Graphics provide information; sometimes they are also
links to other Web pages.
Write the letter of the choice that correctly answers each question about using the text
structure of a Web site.
1. You go to the Web site for a zoo named CityZoo, and see icons across
the top of the page. Which would you click on to find out what time the zoo
opens?
A. a picture of a monkey C. a picture of a seal
B. a picture of a clock D. a picture of a public bus
2. You want to find out about special exhibits at CityZoo. What would be
the best way to find that information at the zoo’s Web site?
A. Look for highlighted or underlined words that say “Special Exhibits.”
B. Check the Web address to make sure you are at the right page.
C. Look for graphics that have a special design.
D. Click on an icon of a knife and fork.
3. When you click on an icon of a compass, a map of CityZoo appears.

What is this map an example of?
A. an icon B. a link C. a Web site D. a graphic
4. You click on an icon of a monkey and go to CityZoo’s Web page about

monkeys. What would you do to get to CityZoo’s Web page on Bengal tigers?
A. look for a map of the Web site C. look for an icon of a tiger
B. look for a link to another zoo D. look for paw prints on the home page
Name Date
Reading: Analyze Structural Features

Assess
A Write the letter of the definition that matches each word.
1. Links A. Images that can lead you to more information
2. Icons B. Pictures, maps, and other visual features of Web

sites
3. Graphics C. Connections to other spots on the Web, often

appearing as underlined or highlighted words
B Write the letter of the choice that best answers each question.
1. You visit the Web site of a nature museum. You want to find out what
admission to the museum costs. What would lead you to the answer?
A. an icon with a dollar sign
B. a link that says “Admission”
C. a graphic of a ticket booth or a cash register
D. Any of the above text features could lead you to the answer.
2. You are exploring the nature museum’s Web site. Which of the
following would lead you to information on local birds?
A. an icon of a snowflake C. a link that reads “Birds and More Birds”
B. an icon of a wheelchair D. a chart that includes photos of mammals
3. If you clicked on the icon of a snowflake at the nature museum’s Web

site, what information would it probably lead to?
A. information about life in a pond
B. information about winter activities at the nature museum
C. information about the history of the museum
D. information about activities at a ski resort in Colorado
4. If you read all the information about birds on the nature museum’s Web
page and still wanted to know more, what text feature might you look for?
A. graphics, such as a photo gallery, that feature pictures of trees
B. a link that will take you to articles about birds on other Web sites
C. an icon with a picture of a house, which will take you to the home page
D. a link that will take you to nature games and crafts

Name Date
Literary Analysis: Plot

Practice
Plot is the arrangement of events in a story. A story’s plot includes these parts:
exposition: the introduction of the characters, setting, and basic situation
conflict: the story’s central problem
rising action: events that increase tension about the conflict
climax: point of greatest tension in the story
falling action: events that follow the climax and reduce tension
resolution: the final outcome of the story
Read each item. Then write the letter of the best answer.
1. At the beginning of a story, you learn that Tommy is given a puppy he

has always wanted. He names him Max. What is this part of the story called?
A. climax B. exposition C. rising action D. falling action
2. A little later in the story, Tommy finds that Max has become very sick,
and he worries about his health. What is this part of the story called?
A. conflict B. exposition C. rising action D. resolution
3. His family takes Max to Dr. Thomas, a veterinarian. Dr. Thomas gives
Max some medication, but tells Tommy to hope for the best because Max is
very sick. What is this part of the story called?
A. climax B. exposition C. rising action D. falling action
4. After a few days pass, Max begins to get some of his energy back.
Dr. Thomas says that Max will be back to normal very soon. What is this
part of the story called?
A. conflict B. exposition C. rising action D. falling action
5. Finally, in a little more than a week, Max is running and playing the
way he was when Tommy first got him. What is this story part called?
A. climax B. resolution C. rising action D. falling action

Name Date

Assess
Read each item. Then, write the letter of the best answer.
1. At the beginning of a story, you learn that Liz is an adventurous young

woman who loves hiking in the wilderness.
A. rising action C. exposition
B. falling action D. climax
2. A little later in the story, Liz decides to go hiking alone. When the
temperature drops and a bad storm comes, Liz gets drenched. Shivering,
she searches for shelter.
3. Liz takes shelter under a tree. The tree is uprooted in the storm and
crashes to the ground, leaving Liz trapped beneath it, alone and desperate.
4. Luckily, another hiker comes by. She has a cell phone and is able to
send for help. A rescue team arrives.
A. rising action C. climax
B. falling action D. resolution
5. At the end of the story, Liz recovers in the hospital and decides never
to go hiking alone again.
A. rising action C. climax
B. falling action D. resolution

Name Date
Literary Analysis: Narrator and Point of View

Practice
Point of view is the perspective from which the narrator, or storyteller, tells
the story. In first-person point of view, a character who is in the story and is
part of the action tells the story. The reader sees and knows only what the
narrator sees and knows. The narrator uses pronouns like I, me, my, and we.
The following example uses first-person point of view:
I woke up before sunrise that morning. The cold air made me shiver. I pulled
my hat over my ears and headed toward the henhouse to feed the chickens.
In third-person point of view, a narrator outside the action tells the story.
This narrator can describe the thoughts and actions of any or all of the
characters in the story. This example shows third-person point of view:
Billy woke up before sunrise that morning. He shivered on his way to the
henhouse and pulled his hat down. The wounded coyote that had crept into
the henhouse watched him come closer.
Read the story excerpts. Write F-P if the excerpt is told from the first-person point of view.
Write T-P if the excerpt is told from the third-person point of view.
1. Jennifer is the best dancer in her ballet class. She loves to leap and
spin with her friends every week. Together they practice their new moves
for the upcoming dance recital. Whenever Jennifer performs, the whole
audience cheers her name.
2. Nicole and I watch the floats roll down the street. Every year she comes
to my house and we sit on the porch and watch the parade. I am fascinated by
the decorations and the music played by the marching bands. “Maybe next
year I can play my flute and march, too,” I say to Nicole. It is a great day.
3. When my mother and I arrived at the stable, we realized that

someone else had fed our horses. Who would have done such a thing? I
wasn’t expecting any visitors that day. I looked around but didn’t see any
evidence of anyone. My mother called home and found out that Uncle Ernie
had stopped by earlier in the day.
4. Ann seemed nervous. She bit her nails and fidgeted with her long
hair. All morning the teacher and students did their best to make Ann feel
more comfortable in her new school. By lunchtime, she had made two new
friends. By the end of the day, she was smiling.

Name Date
Literary Analysis: Narrator and Point of View

Assess
A Write the letter of the choice that correctly answers each question.
1. With first-person point of view, who is the narrator?

A. a character in the story
B. a person outside the action of the story
2. With third-person point of view, who is the narrator?

A. a character in the story
B. a person outside the action of the story
3. Readers cannot be sure whether to believe the person telling a story.

What point of view is the story probably being told from?
A. first-person B. third-person
B Read each passage. Then, answer the questions.
My uncle Bob is my hero. He’s the greatest guy on earth. Everyone who
knows him talks about how helpful and caring he is with people and animals.
I see him spending his spare time volunteering at the shelter and helping his
older neighbors with chores and yard work. He should have a badge that
says, “I am a great guy!” Maybe he’ll get one from me.
1. What is the point of view?
2. What clues help the reader know which point of view is being used?
Fred prepares his lunch for school every day. Since he puts healthful items
in his lunch box, his parents let him do the packing. Every day he includes
fruit or a vegetable to snack on, as well as a sandwich and some pretzels or
chips. Sometimes his friends ask him to trade items at lunch. Fred does this
on occasion but still eats a balanced and nutritious meal. Once in a while, he
treats himself to ice cream.
3. What is the point of view?
4. What clues help the reader know which point of view is being used?

Name Date
Literary Analysis: Comparing Fiction and Nonfiction
Practice
Fiction is writing that tells about imaginary people and events. Types of
fiction include short stories, novels, and folk tales.
In fiction writing, the author uses his or her imagination to write about
made-up people and events. Fiction may also be based on actual people and
events. For example, a novel about a boy fighting in the Revolutionary War will
contain historical facts and realistic settings. What the characters see and
say, though, and many of the events that happen, are made up.
Nonfiction is writing that tells about real people and events. All of the
information in a piece of nonfiction writing must be based in reality. Some
types of nonfiction are biographies and newspaper articles.
A Write the letter of the choice that correctly answers each question about fiction and
nonfiction.
1. Which of the following statements is true about fiction?

A. Fiction has to be based in reality.
B. Fiction describes imaginary people and events, but it may seem realistic.
C. Fiction cannot be realistic because then it would not be imaginative.
D. If fiction contains facts, it becomes nonfiction.
2. Which of the following statements is true about nonfiction?

A. Nonfiction can have a little bit of imaginary material in it.
B. Nonfiction tells about real people but make-believe events.
C. Nonfiction tells about real events and is based entirely in reality.
D. Nonfiction writers can make up facts if they need to.
B For each title listed, write F if it is probably fiction and NF if it is probably nonfiction.
1. The History of Bee County
2. Talks with a Teddy Bear
3. The Legend of White Creek
4. The Life of Ben Franklin
5. African Lions: A Study
6. Freddy and the Ghost Truck

Name Date
Literary Analysis: Comparing Fiction and Nonfiction
Assess
A Write the letter of the choice that correctly answers each question about fiction and
nonfiction.
1. Which of the following is true about nonfiction?

A. Nonfiction writing includes legends, fairy tales, and folk tales.
B. Nonfiction is usually, but not always, based in reality.
C. Nonfiction is always about real people, ideas, and events.
D. Nonfiction can include some made-up stories and characters.
2. Which of the following is true about fiction?

A. Fiction writing includes biographies and news reports.
B. Fiction must be based on real events and research.
C. Fiction should never include facts; otherwise, it becomes nonfiction.
D. Fiction writing can be based in reality.
B Read the following passages. Then, answer the questions.
Did you know that the roller skate has been around since the early 1700s?
People who loved winter ice-skating wanted to go “dry-land skating” in the
summer, and so they attached wheels to their boots. The early models were
hard to roll, though. In the late 1800s, roller-skate design improved. Once the
skates were easier to handle, the sport became more popular.
1. Is this more likely an example of fiction or nonfiction?
2. Give reasons to support your answer.
I couldn’t wait to put on my new skates. I had imagined this day for months,
as I had saved up my allowance, birthday money, and dog-walking money to
get the newest ZippyWheels In-Line 600 model. As I skated along, I felt as if
my feet were jet powered. The wheels moved so smoothly that I could have
been skating on air. It felt great to be alive on the planet Mars in the year 3265!
3. Is this more likely an example of fiction or nonfiction?
4. Give reasons to support your answer.

Name Date
Vocabulary: Suffixes -ness, -able; Prefix

be; Word Root -min-
Practice
A suffix is a letter or group of letters added to the end of a word to form a new
word with a slightly different meaning. A prefix is a letter or group of letters
added to the beginning of a word to form a new word. A root is the basic unit
of the meaning of a word.
Suffix, Root, or Meaning Words with the

Prefix Suffix, Root, or Prefix
-min- [root] “very small” miniature, minor
-able [suffix] “having qualities of”; “capable of” charitable, teachable
-ness [suffix] “state or condition of being” kindness, togetherness
be- [prefix] “to make” befriend, beside
A Write a word from the last column of the chart above that best completes each sentence.
Not all words will be used.
1. Giving money to the poor is a act.
2. I am not on stage very much because I have only a

role in the play.
3. Maria wants to the new teenager on her block.
4. The neighbors showed after the storm by sharing their
emergency supplies.
B Write each of the following words in the correct column of the chart.
minimize sharpness memorable belittle stubbornness
Prefix Meaning Word Root Suffix Meaning Suffix Meaning

“to make” Meaning “state or condition “having qualities
“very small” of being” of”

Name Date
Vocabulary: Suffixes -ness, -able; Prefix

be; Word Root -min-
Assess
A Match each word part with its meaning. Write the letter of the correct answer.
1. be- A. very small
2. -able B. state or condition of being
3. -min- C. to make
4. -ness D. having qualities of; capable of
B In each sentence, replace the underlined word or words with a word from the list below.
Write your word in the space provided.
beloved teachable effectiveness diminish
1. The puppy was able to learn, so I taught her how to roll over.
2. All goals were met thanks to the success of the plan.
3. Danger of frost will become less in April.
4. The child would not give up his dearly loved toy.
C Write the letter of the answer choice that is most nearly OPPOSITE in meaning to the word
in CAPITAL letters.
1. BEMOAN
A. threaten B. groan C. suffer D. rejoice
2. MINORITY
A. majority B. necessity C. complexity D. eternity
3. WEARINESS
A. joy B. energy C. gloom D. laziness
4. COMFORTABLE
A. anxious B. comfy C. secure D. serious

Name Date
Grammar: Common and Proper Nouns

Practice
A noun names a person, place, or thing. All nouns are considered either
common or proper. A common noun can be used to name any one of a group
of people, places, or things. For example, the noun building can be used to
refer to any building.
Common nouns: This building is taller than that building.
A proper noun names a particular person, place, or thing.
Proper nouns: The Sears Tower is taller than the Empire State Building.
Proper nouns are always capitalized. Common nouns are not capitalized
unless they are at the beginning of a sentence or in a title.
Write the common and proper nouns in each sentence.
1. James Manning took a ship to London to see Buckingham Palace.
common nouns:
proper nouns:
2. People in his family have taken the Queen Elizabeth 2 before.
common nouns:
proper nouns:
3. Samuel Goldman is an importer and exporter.
common nouns:
proper nouns:
4. We went to the Fox Theater to see the movie about India.
common nouns:
proper nouns:
5. Ashley has an account at the National Bank in Chicago.
common nouns:
proper nouns:

Name Date

Assess
A Write the common and proper nouns in each sentence. If there are no nouns of a given
kind, leave the line blank.
1. Winston Brown travels to Guam and Korea in his plane, The Eagle.
common nouns:
proper nouns:
2. He buys and sells goods all over the world, including India.
common nouns:
proper nouns:
3. He speaks many languages in his business.
common nouns:
proper nouns:
4. People buy medicines from him in Africa and Europe.
common nouns:
proper nouns:
5. His journeys have taken him up the Amazon River.
common nouns:
proper nouns:
B Underline each common noun once and each proper noun twice.
1. Mr. Pinski, my neighbor, came to America from Europe.
2. This brave man wanted freedom from persecution.
3. He arrived in New York on a ship.
4. The Statue of Liberty appeared in the distance.
5. Tears of joy and anticipation filled his eyes.

Name Date
Grammar: Singular and Plural Nouns

Practice
A noun names a person, place, or thing. Singular nouns refer to one person,
place, or thing. Plural nouns refer to more than one. The plural form of most
nouns is formed by adding -s or -es to the end of the word. Words that end in
ch, s, x, or z add -es. Many words that end in o, such as hero, also add -es.
Singular: athlete Plural: athletes
Singular: box Plural: boxes
Singular: branch Plural: branches
Singular: hero Plural: heroes
Words that end in a consonant followed by y change the y to i and add -es.
Singular: canary Plural: canaries
Some words that end in f may change the f to v and add -es.
Singular: knife Plural: knives
Singular: thief Plural: thieves
Singular: calf Plural: calves
Other nouns have their own special plural forms.
Singular: woman Plural: women
Singular: goose Plural: geese
Singular: child Plural: children
Singular: mouse Plural: mice
Write the plural of each noun.
1. boat 6. knife
2. mouse 7. hero
3. thief 8. friend
4. workman 9. branch
5. tomato 10. calf

Name Date

Assess
A Write the plural of each noun.
1. library 6. fox
2. calf 7. valley
3. box 8. thief
4. diary 9. waltz
5. hero 10. tariff
B Rewrite the sentences below, changing each noun in parentheses to its plural.
1. All (generation) have their (hero) and (ideal).
2. (Statesman) and (stateswoman) are admired for their leadership.
3. Some people envy the (lifestyle) of (actor) and (actress).
4. Television (personality) and (musician) have their (follower).
5. Unusual (creature) are seldom found in (city).
6. (Zoo) give people in (city) a chance to see wild (animal).
7. (Child) and (adult) can see what (farm) are like.

Name Date
Grammar: Possessive Nouns

Practice
A noun names a person, place, or thing. Possessive nouns are used to show
ownership. To form the possessive form of most singular nouns, add an
apostrophe and an -s. Most errors occur when apostrophes are left out or
placed incorrectly.
Examples: the moon’s orbit; Ross’s new car
Most plural nouns end in -s. To form the possessive form of most plural
nouns, simply add an apostrophe.
Examples: my grandparents’ home; the players’ uniforms
Some plural nouns do not end in -s. To make the possessive form of these
nouns, add an apostrophe and an -s.
Examples: the women’s clothing; the children’s dad
Write the possessive form of each noun in parentheses.
1. the (athlete) medal
2. (women) victory
3. (James) decision
4. the (dog) tail
5. the (foxes) den
6. a sixth (grader) writing
7. the (lawyer) complaint
8. that (gentleman) hat
9. (Charles) life
10. the (ships) crews

Name Date
Grammar: Possessive Nouns

Assess
A Replace each word in parentheses with a possessive form. Write the correct form on the line.
1. In 1899 (Alaska) gold attracted many prospectors.
2. For years gold was the (region) important product.
3. Most (miners) profits were not very big.
4. Eventually, the (territory) population increased.
B Write the possessive form of each noun in parentheses.
1. my (teacher) pupils
2. the (fisherman) catch
3. the (knives) blades
4. my (cousin) book
5. the (citizens) rights
6. the (doctor) patients
7. (women) votes
8. (Chris) honesty
9. a (diamond) value
10. the (country) people
C Underline the two incorrect possessives in the paragraph. Then, write the correct forms
on the lines below.
In the nineteenth century, some women wanted rights that were equal to
mens’ rights. Many state’s laws kept women from owning their own property.
Women were not allowed to vote. In 1920, women’s struggle for rights
succeeded. They won the right to vote.
1. 2.

Name Date
Writing: News Report

Practice
A news report supplies the basic, important facts about an event. It usually
answers these basic questions:
Who?
Who were the people involved in the event? The mayor and Sally Smith took part.
What?
What happened? The mayor gave an award to Sally Smith.
Where?
Where did the event take place? It took place at Town Hall.
When?
When did the event happen? It happened yesterday.
Why?
What caused the event? Sally held a successful fund-raising drive.
How?
How did Sally react? Sally felt honored and proud of her accomplishment.
Before you write a news report, make a list of questions that you need to
answer to tell the full story. When you write your news report, put the most
important information in the first paragraph of the story.
Imagine you have been given an assignment to write a news report about the ski team for
the school newspaper. Each numbered item below has two questions. Write the letter of the
question that would be more helpful in writing a news report.
1. A. Who is the oldest member of the ski team?

B. Who is the captain of the ski team?
2. A. What is the ski team’s record for the season so far?

B. Which video games do the skiers like best?
3. A. Where is the coach’s favorite ski slope?

B. Where is the next ski event going to be held?
4. A. Where do most of the skiers buy their skis?

B. When is the next ski race going to be held?
5. A. Why is this year’s ski team so successful?

B. Why do some people like to ski?
6. A. How does the coach feel about this season so far?

B. How do skiers stay warm while they are waiting to race?

Name Date

Assess
A Imagine that you are writing a news report. You will be reporting on is a visit to the school
by a famous actor. He will help the Drama Club with the spring play. List six questions
about the event in each of these categories: Who? What? Where? When? Why? and
How? Then, make up answers to your questions.
1. Who?
Answer:
2. What?
Answer:
3. Where?
Answer:
4. When?
Answer:
5. Why?
Answer:
6. How?
Answer:
B Using your answers, write the first paragraph of the news report on the actor’s visit.

Name Date
Writing: Autobiographical Narrative

Practice
Some of the best stories are not made up. Instead, they are based on real
events in the writer’s life. This type of story is called an autobiographical
narrative. An autobiographical narrative should open with an interest-
grabbing sentence or paragraph. The sequence of events should be clear. They
should be told in chronological order. The story should include a central
problem or conflict that is resolved.
A Read this part of an autobiographical narrative. Then, answer the questions.
I’ll never forget my eleventh birthday. From the moment I woke up that
day, I could hardly contain my excitement. This was my day, and I would
enjoy every second! Little did I know what was in store for me.
My mother had reserved a site at a nearby park for the party. That morning I
helped her decorate the area with festive streamers, balloons, and tablecloths.
Together we set out the appetizers and desserts we had prepared. The guests
started arriving at noon, and by 12:30 everyone was there.
The first game we had planned was hide-and-seek. My friend Heidi
started counting, and everyone scattered in different directions. I ran into a
wooded area of the park and hid behind a tree. Time passed, and Heidi
never got close to finding me. I decided to run for base, but I soon realized
that I had taken a wrong turn and was even deeper in the woods. I was lost!
As more time went by, I grew worried. What if no one found me? I certainly
didn’t want to miss my own party!
1. What event is the writer describing?
2. What happens first?
3. What happens next?
4. What happens after that?
5. What is the central conflict?
6. How do you think the conflict might be resolved?
B Explain how the opening paragraph grabs the reader’s interest.

Name Date

Assess
A Think of an experience in your own life in which you resolved a problem, or conflict.
Based on that experience, answer these questions.
1. What happened first?
2. What happened next?
3. What happened after that?
4. What was the problem, or conflict?
5. How did you resolve the problem or conflict?
B Use the answers to the questions above to write an autobiographical narrative. Open with
an interest-grabbing sentence or paragraph.

Name Date
Writing: Descriptive Essay

Practice
A descriptive essay is a vivid word picture of something, such as a place. A
descriptive essay helps readers mentally see something that can be seen in
real life. Good descriptive writing also shares the writer’s emotional reaction to
what is being described. A descriptive essay should include the following
elements:
vivid sensory details to help readers imagine how something looks,
sounds, smells, tastes, and feels to the touch
a main impression of the place or scene—a single, clear feeling or idea
about it
clear organization—a logical order that you follow to help readers make
sense of the details
A Identify the sense most clearly associated with each of the following words. Write sight,
hearing, smell, taste, or touch on the line.
1. salty 4. gleam
2. creak 5. whisper
3. sticky 6. aroma
B Write a sensory detail or overall impression for each item, as indicated.
1. flower garden (overall impression):
2. basketball game (sensory detail):
3. family dinner (overall impression):
4. pet kitten (sensory detail):
5. bird’s nest (sensory detail):
6. beach (overall impression):
7. sailboat (sensory detail):
8. Thanksgiving (overall impression):

Name Date
Writing: Descriptive Essay

Assess
A Circle one of these places to describe. Then, complete the activities that follow.
your grandparents’ house an ice-skating rink

the interior of a public bus a nature trail in the mountains
a fireworks show a children’s playground
1. Write three sensory details that could be included in your description.
2. Write an overall impression of the place you are describing.
3. Describe how you might organize the details of your scene (for example, if
you were describing a sunset, you might describe it from top to bottom).
B Write a short descriptive essay about the place you chose. Use the details, impression,
and organization you wrote about above.

Name Date
Reading: Fact and Opinion

Practice
A fact is something that actually happened or that can be proved. An opinion
is a person’s judgment or belief and cannot be proved. To determine if
something is a fact, check reference sources, such as encyclopedias or reliable
Web sites. To recognize statements of opinion, look for clue words, such as
best, worst, most, least, and I think.
A Read the following sentences. Check those you think are facts.
1. Mark Twain had to start working at age twelve, when his father died.
2. Mark Twain was a riverboat pilot in Mississippi from 1857 to 1861.
3. Mark Twain’s novel The Adventures of Huckleberry Finn is his best work.
4. The Adventures of Tom Sawyer was first published in 1876.
5. Mark Twain was the best writer of the nineteenth century.
B Write F if the statement is a fact. Write O if the statement is an opinion.
1. Roald Dahl is the author of James and the Giant Peach.
2. Baseball is played by nine players on each side.
3. Football is the most dangerous sport played in this country.
4. It is easier to play a violin than a piano.
5. Long hair is more attractive than short hair.
C Choose one of the statements of fact you identified in activity B. Explain how you could
prove that the statement is true.

Name Date
Reading: Fact and Opinion

Assess
A Read the following paragraph. Then, answer the questions.
Suddenly, the coach sent Spencer into the game and took Anthony out. It
was clear to everyone that Anthony was not doing his best, so the coach’s
decision was a good one. Spencer saved the game, as he scored the winning
point, and the crowd cheered for a full five minutes. No one who was there
that day will ever forget Spencer’s excellent performance.
1. Is the first sentence a fact or an opinion? Explain.
2. Why is the second sentence an opinion?
3. How could you prove that the third sentence is a fact?
4. Is the fourth sentence a fact or an opinion. Explain.
B Write F if the statement is a fact. Write O if the statement is an opinion.
1. Average temperatures in Sacramento in December are in the fifties.
2. Sacramento is the capital of California.
3. Sacramento is a beautiful and interesting city.
4. San Francisco is a city of many hills.
5. The foghorns heard in San Francisco are romantic and mysterious.

Name Date
Reading: Make and Support Assertions

Practice
An assertion is a statement, such as “The weather is cold today,” or “I like all
kinds of animals.” When you respond to texts you read, you make assertions
about them. A reasonable assertion about a text is supported by facts and
examples.
Read the passage. Then, answer the questions.
The Sahara, the world’s largest desert, stretches 3,200 miles across
northern Africa. The driest and hottest of all the deserts, it is one of the
harshest environments on earth. Even so, many different kinds of animals
thrive in the Sahara. Most desert animals are nocturnal. They sleep in a cool
den or burrow by day and are active in the cooler night temperatures. Other
animals hibernate through the hottest part of the summer. Many of the desert
animals get their water from plants. The camel carries its own water supply.
The animal takes in large amounts of water at a time and then stores the
water in its hump.
Only one-fifth of the entire area of the Sahara is covered with sand. In the
Sahara, there are snow-capped mountains, such as the Tibesti. There are also
lakes, such as Lake Chad, which is the size of the state of New Jersey. Also
native to the Sahara are canyons, stony plains, and fifty oases, desert areas
containing water.
1. Which is a reasonable assertion that you can make based on the passage?
Write the letter of the correct answer.
A. The larger the desert, the more difficult it is to maintain life.
B. No people live in the Sahara.
C. More animals live in the Sahara than in any other desert in the world.
D. Animals have adapted to the harsh environment of the Sahara.
2. Underline the facts and examples that support this assertion.
3. Which is another reasonable assertion that you can make based on the
passage? Write the letter of the correct answer.
A. The lakes in the Sahara are larger than the lakes in other deserts.
B. Not all deserts are completely covered by sand.
C. The temperatures in all parts of the Sahara are very hot all the time.
D. The Sahara is the only desert with canyons and stony plains.
4. Circle the facts and examples that support this assertion.

Name Date
Reading: Make and Support Assertions

Assess
Large castles were built in Europe from about the 1100s to about the
1500s, a period that was part of the Middle Ages. Each castle was built
behind a strong stone wall. The wall was five or six feet thick and ten to
twenty feet high. A deep ditch called a moat was dug outside of the wall.
The moat was often filled with water, and the only way anyone could enter
the castle was to cross a drawbridge. The drawbridge could be raised or
lowered over the moat from inside the castle walls. There was also a tunnel
that began in the castle and ended at the moat, which would allow the
people inside to escape.
A. Castles often came under attack in the Middle Ages.
B. Drawbridges were not used before the 1100s.
C. The castle tunnels were rarely used for escape.
D. Castles in the Middle Ages were built better than those built after 1600.
B Read the passage. Then, answer the questions.
Anyone planning to go camping or hiking should first learn about poison

ivy. This plant can cause a rash, an annoying itch, and painful blisters.
Whether poison ivy grows as a bush or a vine, each leaf stalk has three glossy
leaves, usually with jagged edges. However, the plant does not always look
the same. It has red stems in the spring. By fall, the leaves have become
coarse and dull, and the mature stems will be covered with hairy rootlets. In
May, June, and July, this vine has small white flowers. By August, there are
clusters of white, berry-like fruit growing on the vine.
A. Poison ivy is the most dangerous of all plants.
B. Poison ivy can spread from person to person.
C. Poison ivy is not always easy to recognize.
D. Poison ivy is more of a problem in the spring than in the fall.

Name Date
Literary Analysis: Author’s Perspective

Practice
The author’s perspective is the viewpoint from which he or she writes. This
perspective is based on the writer’s beliefs and background. For example, an
author who believes strongly in justice for all people will write harshly about
those who are unjust or unfair. The author’s perspective shows his or her own
feelings or personal interest in a subject.
In the following passage, a writer relates his experience as a volunteer at a

nature preserve. Notice that the writer uses details that tell us how he feels
about his work. His perspective is positive and appreciative.
I enjoyed working at the Stony Brook Nature Center during my summer
vacation. I got there early most days because I loved working on the nature
trails early in the day. While picking up sticks, raking, and clearing the trails,
I saw deer, foxes, and all kinds of birds. I found owl pellets and snake skins. I
felt like a real woodsman or scout, like Daniel Boone or Davy Crockett.
Read the passage, and answer the questions. For multiple choice questions, circle the
letter of the correct answer choice.
I first learned about climate changes and global warming in college,

where I majored in oceanography. My specialty was the study of the polar ice
cap. The gradual melting of the ice cap, though disturbing, is truly
fascinating. Did you know that there are huge reserves of oil lying beneath
the polar ice? Also, did you know that the Antarctic ice cap is the world’s
largest reserve of fresh water? Antarctica is still the coldest place on earth.
My job is to help it stay that way.
1. Which choice best describes the author’s perspective in this passage?
A. uninformed C. amused
B. realistic D. political
2. Underline two facts that the author cites in this passage.
3. Which choice best describes how the author feels about the facts?
A. curious and interested C. uncaring and bored

B. sad and upset D. furious

Name Date
Literary Analysis: Author’s Perspective

Assess
A Read the following passage. Then, circle the letter of each correct answer choice.
When I was four years old, I got a kitten. I named him Felix. He was a very
special cat. He followed me everywhere, like a dog. He would let me dress
him in doll clothes, and he loved to play fetch. He became my best friend.
Today I still have him, and he is still my best friend! I help rescue stray cats
now, because I think all cats should be as happy as Felix is.
1. What is the best description of the author’s perspective in this selection?
A. She has the perspective of a cat lover.

B. She has a serious and scientific perspective.
C. She has the perspective of an animal trainer.
D. She has the perspective of a veterinarian.
2. How does the author feel about her topic?
A. She loves her cat and other cats as well.

B. She thinks everyone should have a cat.
C. She wishes that she had taken notes about her cat’s life.
D. She thinks cats are more important than dogs.
3. What reveals the author’s feelings about her topic?
A. the fact that she tells us her cat’s name

B. details about the cat’s life, which show how much she cares about him
C. the fact that she got him when she was four years old
D. the fact that she doesn’t tell us bad things about Felix
B Read the following passage. Then, answer the questions.
During the California gold rush, San Francisco grew from a small town of
800 people to a city of 25,000. About thirty new houses were built every day
during this boom. What a time that must have been! People were full of
hopes and dreams. Fortunes were made and lost every day. It must have
been thrilling!
1. How does the author feel about San Francisco during the gold rush?
Write the letter of the best answer.
A. excited B. bored C. unhappy D. angry
2. Underline two phrases that support your answer to question 1.

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Literary Analysis: Tone

Practice
The tone of a literary work is the writer’s attitude toward his or her subject
and characters. The tone can often be described by a single adjective, such as
formal, playful, or respectful. Factors that contribute to the tone include word
choice, details, sentence structure, and sentence length.
Tone Example
Informative: Eva wore a long blue taffeta dress.
Admiring: Eva looked so beautiful! Her blue taffeta dress set off her
eyes.
A Write the word that best describes the tone of each sentence. Then, underline the words
or phrases that contribute to the tone.
informative annoyed appreciative dreamy
1. Ahhh! Fresh air, a roaring campfire. Does it get any

better?
2. We arranged our tents in a semicircle around the fire

pit.
3. The crackling fire and the gently rippling stream lulled

us to sleep.
4. Ugh! This insect repellent is useless! I’m covered with

mosquito bites.
B Read the passage. Then, answer the questions.
Did you see all those people out there? I can’t walk out on that stage with
all those people staring at me. What am I going to do? I can’t do this. I can’t!
How can you be so calm? What’s the matter with you? There must be at least
300 people out there! I—I can’t breathe! I think I’m going to faint!
1. What is the tone of the passage?
2. Underline four words or phrases that convey this tone.

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Literary Analysis: Tone

Assess
A Circle the letter of the best answer to each question.
1. The tone of a literary work is
A. the reader’s attitude toward the subject and characters.

B. the attitude of the characters toward one another.
C. the writer’s attitude toward the subject and characters.
2. Which tone would best describe a tale about the best April Fool’s prank ever
played?
A. a serious, formal tone C. an amusing, lighthearted tone
B. a sad, frustrated tone D. a serious, angry tone
B For each item, write the letter of the word from the following list that most closely
describes the tone.
A. informative B. aggressive C. angry
1. I can’t believe he missed that shot! He’s a disgrace to the team.
2. Reese snatched the ball, dribbled it wildly down the court, and
smashed it through the hoop.
3. It was the fourth quarter, with three minutes left on the clock.
C Write one or two words to describe the tone of each sentence.
1. A fierce wind rattled the windows and snapped

limbs from the trees
2. Awesome! Did you see that? That tree just split

right down the middle!
3. Sound asleep in her room, Margaret was unaware

of anything but her sweet, magical dreams.

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Literary Analysis: Compare Symbolism

Practice
A symbol is anything in a story that stands for a larger idea. A heart may
stand for love. In a story, descriptive words and other details can help you
understand a writer’s symbols. You can then compare one writer’s symbols
with another writer’s symbols.
A Each of these items can be a symbol. For each, name one thing that it is likely to stand for.
1. a road
2. a flowing river
B Read each of the following paragraphs. Then, complete the chart.
Nancy is going away to summer camp for the first time. She is excited and
quickly packs her duffle bag. At the last minute she grabs her well-worn
teddy bear and hugs it quickly before she puts it in the bag. Independence
can always use a little reassurance.
Johann and Kurt are good friends who decide to take a canoe trip down
the river. The weather is sunny and beautiful on the first day, and the boys
paddle the canoe like an expert team. Once the storm clouds arrive, the
expert team is fueled not by teamwork but by anger. Each blames the other
for not checking the weather report before starting out. The more intense the
storm becomes, the choppier the waters of friendship churn.
Nancy Johann and Kurt

Symbol 1. 4.
Descriptive words, details 2. 5.
that tell about the symbol
What the symbol 3. 6.

represents
C Write two sentences comparing the symbols in the two paragraphs in activity B.

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Literary Analysis: Compare Symbolism

Assess
A Each of the following pairs of items can be symbols. For each pair, name one thing the
items are likely to stand for.
1. a cherub and a heart
2. a snowman and a snow shovel
3. a rising sun and a glass of orange juice
B Read the paragraphs below. Then, fill in the chart.
Paula writes a story about the life of a flower. The flower starts as a seed
that grows and blooms, producing a beautiful yellow blossom that is enjoyed
by all. Then, at the end of the growing season, it withers and dies.
In a story, Evan is worried about moving to a new house. In the backyard
of his new house, he sees a bird building a nest. He watches as the bird
creates a nest from twigs and lines it with milkweed down. Once the bird is
finished, Evan sees the cozy nest.
Paula Evan
Symbol 1. 4.
Descriptive words, details 2. 5.
that tell about the symbol
What the symbol 3. 6.

represents
C Write two sentences comparing the symbols in the two paragraphs in activity B.

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Vocabulary: Word Roots -sequ- or -sec-,

-pel- or -pul-, -mens- or -met-
Practice
A root is the basic unit of the meaning of a word.
Root Meaning Words with the

Root or Prefix
-sequ- or -sec- “to follow” sequel, second
-pel- or -pul- “to drive” compel, pulse
-mens- or -met- “to measure” diameter, dimensions
1. The length of a line passing through the center of a circle is its
2. I tried my best to win the race, but Jim won and I came in
3. The storm will us to go indoors.
B Rewrite each sentence so that the underlined word is used logically and correctly.
1. If you come in second in a race, you beat everyone else.
2. The preface appears at the end of the book.
3. Juan is impulsive, so he never acts without thinking.

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Vocabulary: Word Roots -sequ- or -sec-, -pel-

or -pul-, -mens- or -met-
Assess
1. -pul- A. to measure
2. -sequ- B. to drive
3. -mens- C. to follow
B Write T if the statement is true or F if the statement is false. Then, explain your answer.
1. You would read a sequel before reading the original.
2. You would use a meter to write something.
3. You would compel your best friend to lie to you.
C Write the letter of the answer choice that could be substituted for the italicized word in
each sentence.
1. What are the dimensions of the box? A. order
2. The numbers were in sequence. B. heartbeat
3. It is good to check your pulse. C. measurements

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Grammar: Personal and Possessive Pronouns

Practice
A pronoun takes the place of a noun. In this example, the pronoun she takes
the place of the noun Sheila:
Sheila went shopping. She bought apples.
The noun that is replaced by the pronoun is called the antecedent. In the
example, Sheila is the antecedent of she.
A personal pronoun refers to a noun that appears somewhere else in the

sentence or paragraph. She is a personal pronoun because it refers to the
noun Sheila.
Personal pronouns: I, me, he, she, him, her, you, they, them, it
Like personal pronouns, possessive pronouns refer to a noun. Personal
pronouns function as adjectives. They answer the question whose?
Possessive pronouns: my, his, her, your, their
A Underline the pronoun in each sentence. Then, write personal if it is a personal pronoun
or possessive if it is a possessive pronoun.
1. Amy is a good friend, but she is always late.
2. “Is your homework finished?” Dad asked.
3. Aunt Mable sent him a postcard from Chicago.
4. “My dream is to become a dog trainer,” said Gina.
5. Coach gave them a break from practice.
B Complete each sentence by writing an appropriate pronoun on the line provided.
1. Mr. Hall lent us lawn mower for the day.
2. The paintings are expensive, but are beautiful.
3. Tracey did well on social studies exam.
4. “I am asking you for support,” the candidate said.
5. Chop up the almonds and place in the bowl.

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Grammar: Personal and Possessive Pronouns

Assess
A Underline the pronoun in each sentence. Then, write personal if it is a personal pronoun
or possessive if it is a possessive pronoun.
1. The dogs ate their food too quickly.
2. Meet Judith by her locker at lunch time.
3. Thomas found the book and bought it.
4. Jeff left his bicycle out in the rain.
5. “When do you want to leave?” Pablo asked.
6. The teacher gave him extra credit.
7. The singers waved as they walked onstage.
B Complete each sentence with an appropriate pronoun. On the line before the sentence,
write what type of pronoun you have used (personal or possessive).
1. I asked Sam to help clean the basement.
2. The dancers knew routine well.
3. Have you found science book yet?
4. I called Alice and asked to go to the game

with me.
5. Find Byron and tell to go to the office

right away.
6. Melissa was happy when brother came

home from college.
7. Today is Sally’s birthday, so I bought

a card.

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Grammar: Interrogative and Indefinite Pronouns

Practice
A pronoun takes the place of a noun. In this example, the pronoun she takes
the place of the noun Shelia:
Sheila went fishing. She caught a trout.
Interrogative pronouns are used to introduce a question.
Interrogative Pronouns
who, whom, whose, what, which
Indefinite pronouns do not take the place of a particular noun. Instead,
indefinite pronouns refer to people, places, or things in a general way. Some
indefinite pronouns are always singular. Some are always plural. Others may
be singular or plural, depending on how they are used.
Singular Indefinite Pronouns
anyone, anything, each, either, everyone, everything, much, nobody, nothing,
one, other, somebody, someone
Plural Indefinite Pronouns
both, few, many, others, several
Singular or Plural Indefinite Pronouns
all, more, most, none, some
Underline the interrogative or indefinite pronoun in each sentence. Then, identify the
pronoun by writing interrogative or indefinite on the line provided.
1. Both of the boys will attend the jazz concert.
2. Which of the restaurants has vegetarian food?
3. Will many be going on the hike?
4. Can anyone help me study tonight?
5. For whom did Julio buy the flowers?
6. Some of the runners could not finish the race.
7. I found a blue pen. Whose is it?

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Grammar: Interrogative and Indefinite Pronouns

Assess
A In each sentence, underline the pronoun that is the type indicated in parentheses.
1. Anyone can succeed in school and in life. (indefinite)
2. Whom will you be tutoring in math? (interrogative)
3. Gerard asked, “Which of the movies did you like better?” (interrogative)
4. Did each of the players get his own jersey? (indefinite)
5. Who told everyone to show up an hour early? (interrogative)
6. Will both of the costumes be used in the play? (indefinite)
7. Kevin does not miss many of our school’s sporting events. (indefinite)
B Identify each underlined pronoun by writing interrogative or indefinite on the line

provided. Then, write a new sentence using the underlined pronoun.
1. Place everything on the kitchen table for now, please.
2. What is the due date for the research paper?
3. None of the players fouled out of the game.
4. Most of the ice cream was gone when I got there.

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Grammar: Pronoun and Antecedent Agreement

Practice
A pronoun takes the place of a noun. In this example, the pronoun he takes
the place of the noun Sal:
Sal went to the beach. He looked for shells.
The noun that is replaced by the pronoun is called the antecedent. In the
example above, Sal is the antecedent of he.
A pronoun and its antecedent must agree in number. Use a singular pronoun
with a singular antecedent. Use a plural pronoun with a plural antecedent.
Singular Pronoun and Antecedent
The film won several awards for its special effects.
Plural Pronoun and Antecedent
Those beans will not cook properly unless you soak them first.
Sometimes the antecedent is not a noun but an indefinite pronoun, such as
anyone. These indefinite pronouns are always singular: everything, each,
everyone, one, someone, something, and nothing. These indefinite pronouns are
always plural: both, few, many, others, and several.
Singular Indefinite Pronoun as Antecedent
Can anyone lend me his or her jacket?
Plural Indefinite Pronoun as Antecedent
Many of the cats recovered after they were treated by a vet.
On the line in each sentence, write a pronoun that agrees with its antecedent. Then,
underline the antecedent.
1. Many of the girls on the softball team bring own gloves.
2. Take care of my plants, but do not give too much water.
3. Someone in the class has left backpack on the floor.
4. As the sun set, cast a shadow across the valley.

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Grammar: Pronoun and Antecedent Agreement

Assess
A In each sentence, underline the correct pronoun in the parentheses. Circle the antecedent.
1. Anyone can miss the bus if (they, he or she) takes too long getting ready.
2. Please make sure everything is in (its, their) proper place.
3. Why did someone hang (their, his or her) wet swimsuit on this doorknob?
4. One of the women accidentally bumped the display with (her, their)
shopping cart.
5. Millie’s parents said that (he, they) would attend the spring concert.
6. Many of the athletes registered as soon as (they, he or she) arrived.
7. Please go find the shovel and bring (it, them) to me.
B Most of the following sentences contain errors in pronoun-antecedent agreement. Cross

out each incorrect pronoun and write the correct form on the line provided. If a sentence
is already correct, write correct.
1. Everyone in the library was quietly working on their

research.
2. That book is a favorite with teens because of their

theme.
3. Few of the students returned their permission slips the

next day.
4. Teresa was feeling so sad that the stars seemed to lose

its sparkle.

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Spelling: Easily Confused Words

Practice
Some words are easily confused with other words. Sometimes you might
misspell a word because it sounds very much like another word. Examples of
words that sound similar are accept and except. Other times you might mix up
two words because they are spelled almost the same. Examples of words that
are spelled almost the same are than and then.
A Write a word from the box that might be easily confused with each numbered word.
our than know lose accept
1. now 4. except
2. loose 5. are
3. then
B In each sentence, circle the correct word in the parentheses.
1. We always do (our, are) homework early.
2. Sasha is happier today (than, then) she has ever been.
3. I (know, now) I can improve my grades if I study more.
4. Jim’s shirt is (lose, loose) on him because it is too big.
5. Everyone (accept, except) Lori brought sack lunches today.
C Write an example of a word that might be easily confused with each of the following
words.
1. were 3. pen
2. their 4. too

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Spelling: Easily Confused Words

Assess
A Complete each sentence by writing the correct word on the line.
1. our, are
A. They the best football players in the state.
B. team will have to work very hard to win the game.
2. than, then
A. I usually got better grades my sister.

B. she started studying every night and caught up.
3. know, now
A. I the answer to your question.
B. I will tell you the answer .
4. lose, loose
A. The latch on my purse is very .
B. I am afraid that I might my lunch money.
5. accept, except
A. Nick understands everything the math worksheet.
B. I am sure he will your help.
B Circle the correct words in the paragraph below.
(Our, Are) class will go on a field trip to the Museum of Art this year. None
of us (accept, except) Tanya has been there before. I (know, now) I will enjoy
it. I will never (lose, loose) my love of art. I (accept, except) that not everyone
loves art like I do. I love it more (than, then) most people my age. (Know,
Now) I will get to see paintings by some of my favorite artists. I will see
famous works of art, and (than, then) I will be happy.

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Writing: Dramatic Scene

Practice
A dramatic scene is a dialogue, or conversation, written in script format. Use
the following tips to write a script for a dramatic scene:
Choose the characters who will take part in the scene.
Imagine what the characters would say to each other.
Write each character’s name, followed by a colon (:). Then write the words
the character says, as shown in the dramatic scene below.
In some dramatic scenes, one character tries to persuade another character to
do something. The character states an opinion, or belief, and then uses facts
to support the opinion.
Read the dramatic scene below. Then, answer the questions that follow.
Jessica: Mom, I really need a raise in my allowance.
Mom: Why?
Jessica: Well, I’ve been doing more chores lately. I’ve also been spending
my own money for lunches and school supplies instead of asking you to buy
me things. So I think I deserve more money, and I also need more money.
Mom: Hmm. Those do sound like good reasons. Let me talk to your dad
about it tonight, and we’ll let you know our decision tomorrow.
1. How does the reader know who is speaking?
2. What opinion does Jessica express in her first line?
3. What facts does Jessica use to support her opinion?
4. Based on Mom’s response, how successful is Jessica’s attempt to support

her opinion?
5. Write two opinions that a sixth grader might try to get someone to accept in
a dramatic scene.

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Writing: Dramatic Scene

Assess
The following pairs of characters might appear in a dramatic scene. Put a check mark in
the box next to the pair you will write about.
two friends a coach and an athlete

a parent and a child a teacher and a student
1. Write the names of the two characters.
2. What opinion might one character try to persuade the other to accept?
3. Write two facts the character might use to support the opinion.
4. How might the other character respond to this opinion and the facts used to
support it?
5. Use the information in items 1–5 to write your dramatic scene on the lines.
Use script format.

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Writing: Personal Anecdote

Practice
A personal anecdote is a brief story about an interesting, amusing, or strange
experience told to entertain or to make a point. A well-written anecdote
includes these features:
It is directed to a particular audience, such as friends or classmates.
It is about a single topic, which is usually stated in a topic sentence.
It includes descriptive details that appeal to the senses.
Read the following paragraph. Then, answer the questions and follow the directions
below.
It was 10 o’clock on Thanksgiving morning, and already the savory aroma

of roasting turkey filled the house. I had hoped to sleep at least until noon,
but Dad had other plans. He yanked my soft, warm covers right down to my
bony ankles and ordered me out of bed. He handed me a huge wooden rake
and ushered me outside almost as soon as my feet hit the floor. I grumbled
as I raked what seemed like miles and miles of leaves. By dinnertime, I’d
worked up a monstrous appetite. I have to say I’ve never enjoyed a
Thanksgiving meal as much as I enjoyed that one. I had double helpings of
everything and three pieces of coconut custard pie for dessert!
1. To what audience might this anecdote appeal?
2. What is the topic of the anecdote?
3. Underline at least one detail that appeals to each of the following senses:
smell, touch, and sight.
4. Write a one-paragraph anecdote telling about a memorable holiday.

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Writing: Personal Anecdote

Assess
Read the following topics, and circle one you would like to write about. Then, complete the
items that follow.
Learning to play an instrument Auditioning for a play

Planning a vacation Craving a favorite food
A holiday gathering A victory celebration
1. Identify your audience.
2. Write a topic sentence.
3. List three details you would include.
4. List two action verbs and two sensory images you might use.
Verbs:
Images:
5. Write your anecdote on the following lines.

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Practice
Autobiographical narratives tell stories of real events in the writer’s life. A
well-written autobiographical narrative is packed with descriptive details about
the setting and the characters. Autobiographical narratives may include a
conflict or problem the writer faces. They can include characters besides the
writer.
A Read the paragraph. Then, answer the questions that follow.
The summer I turned eight, my family moved to a small beach town. The
view from our front window was a wide, sandy beach and breaking ocean
waves. Every evening, we would marvel at the beauty of the sunset. At night,
the surf lulled us to sleep.
I’ll never forget the day my brother Tom brought home a surfboard for me
to try. I was afraid to get into the surf at first. I thought that I would lose the
board and it would hit me on the head. Unlike Tom, I had never been much
of an athlete. I wasn’t sure I could even learn to stand up on a board. Tom,
ever the patient older brother, taught me what to do.
1. Write three details that tell about the setting.
2. Write two details that tell about the narrator.
3. Write two details that tell about another character.
4. Explain the problem or conflict the narrator faces.
B Imagine that you are telling the story. Write a few sentences that tell what happens next.

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Assess
A Answer these questions to help you prepare your autobiographical narrative.
1. Where and when does the narrative take place?
2. What characters take part in the narrative?
3. What events will you include?
4. What problem or conflict do you want to include?
5. How is the problem solved?
B Write an autobiographical narrative based on your answers above. Include descriptive

details about the setting and characters.

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Reading: Make Inferences

Practice
Readers often have to make inferences, or logical guesses, about characters,
settings, and events by recognizing and using details in the story.
A Read this paragraph. Then, answer the questions.
As Luke passed the living-room window, he did a double take. He walked

quickly across the room toward the door to the back stairs. He placed his
hand on the knob and then stopped and listened. A loud knock sounded at
the front door. Luke jumped slightly and quickly ducked behind a chair. The
knock came again. Biting his lip, Luke glanced toward the door to the stairs
and then back toward the front door. A third knock sounded. Luke could hear
his mother calling his name, but still he crouched, nervously holding the back
of the chair.
1. What would you guess Luke is feeling?
2. Underline the details in the paragraph that support your answer.
3. What do you think Luke would like to do?
B Read each passage below. Then, answer the questions.
You ask your friend how she did on the math test. She replies by ripping
the test in half, dropping it into the trash, and asking, “Next topic?”
1. What would you guess happened?
2. How is your friend feeling? Explain how you know.

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Reading: Make Inferences

Assess
A Read the passage below. Then, answer the questions on the lines provided.
As Alicia enters the cafeteria, she fiddles with the drawstring on her
sweatshirt. The room is buzzing with students. They all look as if they’d
known one another forever. Alicia spots an empty table at the back of the
room. She quickly sits down and glues her eyes to the table.
1. What can you infer about Alicia?
2. What words or phrases in the paragraph helped you figure out your
answer?
3. How would you guess Alicia feels?
4. What details in the paragraph support this inference?
B Read the passage below. Then, answer each question, and list the details that support
your answer.
Lee considers herself an artist, but she does not really like to draw. She
prefers to snip words out of magazines, brochures, and catalogs and arrange
them in creative images. Spread out on the table before her are words of all
colors, shapes, and sizes. With so many to choose from, Lee thinks, I can
really express who I am. Just then, Mrs. Lopez comes into the studio. She
looks at Lee and rolls her eyes. “Lee, stop fooling around with these silly
scraps and get started on your self-portrait,” she snaps. Then, she strolls out
the door.
1. What is Lee’s plan?
2. How does Mrs. Lopez feel about Lee’s work?

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Reading: Text Aids and Text Features

Practice
The information in a textbook is usually organized into units, chapters, and
sections. Textbooks also include the following text aids and text features,
which organize details and highlight important information:
Chapter titles, main headings, and subheadings tell you what the main
ideas of the chapters are.
Highlighted vocabulary words give you the definitions of important terms
you need to know.
Maps, graphs, and charts help you understand details about some main
ideas.
Pictures and diagrams with captions give examples or illustrations of
some people or things related to the main ideas.
Circle the letter of the best answer to each question.
1. What are the most valuable text aids for identifying the main ideas of a
chapter?
A. headings and subheadings C. pictures and diagrams
B. maps and graphs D. vocabulary words and charts
2. What are the most helpful text aids when you are looking for the definition
of an important term in a chapter?
A. maps C. pictures and captions
B. charts D. highlighted vocabulary word
3. Imagine you are reading a chapter about ancient Egypt. If you want to find
out what the inside of a pyramid looked like, what would be the most
helpful text aid?
A. headings and subheadings C. pictures and diagrams
B. maps and graphs D. highlighted vocabulary words
4. If you wanted to trace the path of the Nile River through Egypt, what would
be the most helpful text aid?
A. a subheading about the Nile River
B. a map of Egypt
C. a picture of the Nile River
D. a graph of the Nile River

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Reading: Text Aids and Text Features

Assess
Circle the letter of the best answer to each question.
1. What is the main purpose of text aids and text features?
A. to entertain readers and make reading fun

B. to make a book more colorful and attractive
C. to organize details and highlight important information
D. to make chapters longer and more challenging
2. In a social studies chapter about Egypt, which subheading would you look
under to find information about the country’s lawmakers?
A. Geography
B. Government
C. Arts and Customs
D. Climate
3. To find a definition of photosynthesis in a science textbook, which text aids

would be most helpful?
A. highlighted vocabulary words
B. maps
C. graphs
D. charts
4. If you were using a social studies textbook to find out where a particular
country was located, which text aid would be most useful?
A. highlighted vocabulary
B. maps
C. graphs
D. charts
5. To identify the main ideas of a chapter, which text aid is most useful?
A. maps
B. graphs
C. pictures
D. headings

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Literary Analysis: Characterization

Practice
Characterization is the way a writer shows what a character is like. There are
two ways in which a writer can reveal a character’s personality:
Direct characterization: The writer tells you exactly what the character
is like by listing the character’s personality traits.
Example: Steve is loyal and caring.
Indirect characterization: The writer tells you what the character does
and says and shows how others react to the character. You must use
those clues to figure out what the character is like.
Example: When I broke my leg, Steve stopped by my house every day
after school to bring my homework and keep me company.
A Write Direct next to each item that uses direct characterization. Write Indirect next to
each item that uses indirect characterization.
1. Justin is friendly and talkative. He is a good athlete.
2. Oh, no, Josh thought, I’m terrified to dive off the high
board, but if I don’t, everyone will make fun of me.
B Below are two examples of indirect characterization. Find clues that show what each
character is like. Then, write a sentence that describes each character’s personality.
1. Dan: “If the coach doesn’t start me in the game tomorrow, I’m going to quit
the team,” said Dan. “I’m the best pitcher we have, but I get to pitch only
once a week. The coach says that is the rule of the league, but who cares
about the rules? I deserve to play, and he’d better let me—or else.”
What Dan is like:
2. Sophie: Whenever Sophie had an idea during a club meeting, she kept
quiet about it. She told herself that it was a stupid idea and no one would
go along with it. Then, minutes later, everyone would cheer when someone
else came up with the same idea Sophie had decided not to mention.
What Sophie is like:

Name Date

Assess
A Write Direct next to each item that uses direct characterization. Write Indirect next to
each item that uses indirect characterization.
1. “Come on, everyone, don’t give up,” Chris said. “I know

we can still win this game if we stay focused and do our best.”
2. Kelly pushed her way to the front of the cafeteria line,

ignoring all the dirty looks and complaints of the people who had been there
before her.
3. Samantha was the smartest student in the school, but

she was never conceited about it. She was modest, responsible, and helpful.
4. Mike can occasionally be impatient and short-

tempered, but once this mood passes, he’s very charming.
5. I’ll never forgive Julie for hurting my feelings, Kim

thought. Even if she didn’t mean to, it’s still unforgivable.
B Below are two examples of indirect characterization. In each example, find clues that
show what the character is like. Then, write a sentence that describes the character’s
personality.
1. Mr. Smith: Every morning, Mr. Smith left his house at exactly 7:15 and
took the 7:20 bus to work. When he got downtown, he always bought a
bran muffin and a small cup of coffee at the same diner. If the bus
happened to be late or the store ran out of bran muffins, he almost had a
panic attack.
What Mr. Smith is like:
2. Ryan: “Sure, you can borrow my game for the weekend,” said Ryan. “No
problem. Actually, you can keep it if you want because I don’t really play it
much any more.”
What Ryan is like:

Name Date
Literary Analysis: Conflict

Practice
A conflict is a struggle between opposing forces. In a short story, the conflict
drives the action. Events in the story add to the conflict or help bring about
the resolution—the way the conflict is settled. Conflicts are either external or
internal:
In an external conflict, a character struggles against an outside force,
such as another person or an element of nature.
In an internal conflict, a character struggles within himself or herself to
make a choice, take an action, or overcome a feeling.
Read the passage. Then, circle the letter of the best answer to each question.
Emily and Sarah are high-school students competing in a contest to

design a playground. Emily knows that Sarah is receiving help from her uncle,
a landscape architect, but she cannot prove it. Emily is torn between cheating
herself or losing to someone who is cheating. In the end, she decides to do
her own best work. She loses the competition but maintains her values and
self-respect.
1. Which choice describes the external conflict?
A. a contest between Emily and Sarah

B. a struggle between Sarah and her uncle
C. Emily’s inner struggle to make a choice
D. Sarah’s inner struggle to make a choice
2. Which choice describes the internal conflict?
A. a contest between Emily and Sarah

B. a struggle between Sarah and her uncle
C. Emily’s inner struggle to make a choice
D. Sarah’s inner struggle to make a choice
3. How are the conflicts settled?
A. Sarah decides to do her own work and wins the contest.

B. Emily decides to do her own work and loses the contest.
C. Sarah admits her cheating and withdraws from the contest.
D. Emily proves that Sarah is cheating.

Name Date
Literary Analysis: Conflict

Assess
Michael and Eric are mountain climbers trying to reach the peak of Mount
Everest, the highest mountain in the world. They struggle through the bitter
cold and gasp for air in the high altitude. Suddenly, the snow under Michael’s
feet gives way, and he falls into a deep, narrow pit. Eric wants to save his
friend, but he has always been terrified of being trapped in narrow spaces.
Finally, though, he overcomes his fear, rescues Michael, and brings him home
safely.
1. Which choice describes the external conflict?
A. a competition between Michael and Eric

B. Michael and Eric’s struggle against nature
C. Michael’s struggle to overcome his feelings of failure
D. Eric’s struggle to overcome his fear
2. Which choice describes the internal conflict?
A. a competition between Michael and Eric

B. Michael and Eric’s struggle against nature
C. Michael’s struggle to overcome his feelings of failure
D. Eric’s struggle to overcome his fear
3. How are the conflicts settled?
A. The climbers lose their struggle against nature.

B. Eric wins his competition with Michael.
C. Eric overcomes his fear and rescues Michael.
D. Michael overcomes his feelings of failure and asks for help.
4. What is the part of a story in which the conflicts are settled?
A. climax
B. resolution
C. falling action
D. rising action

Name Date
Literary Analysis: Comparing Characters’ Motives

Practice
A character’s motives are the reasons for his or her actions. Some motives
are based on a character’s internal thoughts and feelings, such as fear or love.
Other motives are based on external factors such as escaping from a natural
disaster or trying to earn money. When you read a story, compare the
motives of different characters. Ask yourself why each character behaves in a
certain way.
One Saturday morning, Alyssa called Julie and asked if she wanted to go
on a bike ride with her. “I need to get in shape for soccer season,” Alyssa
said. “A bike ride will be good exercise.”
Julie was happy that Alyssa had called. She hadn’t known Alyssa very long
and wanted to get to know her better. Then she remembered that she
already had plans to go shopping with her best friend, Sarah, that day.
“I’d love a bike ride,” Julie said, “but is it okay if Sarah comes along and
we bike downtown for some shopping?”
“No offense,” Alyssa replied, “but that girl drives me crazy. She always
needs to be the center of attention.”
“Sarah’s actually great once you get to know her,” said Julie. “She and I
already have plans to go shopping, so if you really don’t want her to join us, I
guess you and I will have to go biking some other time. Sorry.”
1. Why does Alyssa want to go for a bike ride?
A. She hates to walk. C. She has to get to soccer practice.

B. She needs the exercise. D. She wants to get to know Julie better.
2. Why does Julie want to go on a bike ride with Alyssa?
A. She hates to walk. C. She wants to get away from Sarah.

B. She needs the exercise. D. She wants to get to know Alyssa.
3. Why does Alyssa not want Sarah to come on the bike ride?
A. She doe not like Sarah. C. Sarah will slow them down.
B. She has a secret to tell Julie. D. Sarah is too shy.

Name Date
Literary Analysis: Comparing Characters’ Motives

Assess
“According to the rules, we have to finish this experiment today if we

want to enter it in the science fair,” said Tony.
“But if we rush the experiment, it won’t turn out right,” said Dave. I’m not
going to embarrass myself by turning in a half-completed project that
everyone will laugh at. I want to enter something I can be proud of.”
“So what?” said Tony. “We get extra credit in science just for turning in a
project. Who cares if it’s any good? I just need the extra credit.”
1. Which of these is an external factor that helps explain Tony’s motives?
A. his fear of embarrassment

B. his love of science
C. the rules of the science fair
D. the cost of the experiment
2. Which of these is an internal factor that helps explain Dave’s motives?
A. his fear of embarrassment

B. his love of science
C. the rules of the science fair
D. the cost of the experiment
3. What is Tony’s main reason for finishing the project in time to enter it in
the fair?
A. to impress his friends
B. to improve his science grade
C. to impress his family
D. to earn money
4. What factor seems to be playing the biggest part in motivating Dave?
A. curiosity
B. loyalty
C. anger
D. pride

Name Date
Vocabulary: Prefixes dis-, ex-, com-; Suffix -ation

Practice
A prefix is a letter or group of letters added to the beginning of a word to form
a new word. A suffix is a letter or group of letters added to the end of a word to
form a new word with a slightly different meaning.
Prefix or Meaning Words with the Prefix

Suffix or Suffix
-ation [suffix] “the condition or process of” starvation, computation
dis- [prefix] “the opposite of” dishonest, dislike
ex- [prefix] “out,” “from,” or “beyond” exhale, extend
com- [prefix] “with,” “together,” or “next to” combat, communicate
1. You must your arm for the doctor to give you the shot.
2. After not eating for three days, the lost camper was suffering from
.
3. I do not trust the candidate because I believe that he is .
4. It is difficult to with someone who speaks a different

language.
B Choose the correct prefix or suffix that makes a word with the new meaning. Then, write
the new word on the line provided.
dis- -ation ex- com-
Prefix or Suffix + Word New Word New Meaning
1. ? + position = putting together

of parts
2. ? + close = open to view
3. ? + claim = call out suddenly

and loudly
4. ? + determine = dedication
Name Date
Vocabulary: Prefixes dis-, ex-, com-; Suffix -ation

Assess
A In each sentence, replace the underlined word or words with a word from the list below.
admiration compounds disagreed exceeded
1. Greta looked at the keynote speaker with pleasure and approval.
2. The citizens failed to agree about the town’s new construction project.
3. Many medicines are complex mixtures of chemicals.
4. Lily went beyond her parents’ expectations by getting straight A’s.
B Write T if the statement is true or F if the statement is false. Then, explain your answer.
1. If you expose something, you are hiding it.
2. If you disown something, it is no longer yours.
3. If you make an alteration to something, you are changing it.
4. If you have a compact car, you will be able to pack a lot of things into it.

Name Date
Grammar: Action and Linking Verbs

Practice
A verb is a word that shows an action or state of being in a sentence. An
action verb, such as play or jump, names an action of a person or thing.
Example: Toni played the bass guitar. (The action is playing.)
A linking verb, such as is or feels, connects a noun or pronoun to a word
that identifies, renames, or describes the noun or pronoun. Other common
linking verbs are seem, look, and become.
Example: Mr. Byrne is the mayor of Norwood. (Mayor renames Mr. Byrne.)
The soup tastes delicious. (Delicious describes the noun soup.)
To determine whether a verb is a linking verb, replace it in the sentence with
the correct form of be. If the sentence still makes sense, the verb is a linking
verb.
Linking verb: The soup tastes delicious.
Replaced with form of be: The soup is delicious. (makes sense)
Action verb: The pitcher threw the ball.
Replaced with form of be: The pitcher is the ball. (does not make sense)
Circle the verb in each sentence. Write A if the sentence contains an action verb or L if it
contains a linking verb.
1. Suddenly Mother appeared with bread from the oven.
2. The brown, crispy loaf looked delicious.
3. Kim became very hungry.
4. She eagerly tasted the bread.
5. She remained in the kitchen for another slice.
6. Our team might well win nearly every game this season.
7. The child looked at the watch.
8. Lucy looks restless during the play.
9. Hank grew more curious.
10. For many years, the river flooded every spring.

Name Date

Assess
Underline the verb in each sentence. Write A if the sentence contains an action verb or L
if it contains a linking verb.
1. The mountain looked impossibly high.
2. The mountaineers looked at the peak from a distance.
3. They felt hopeful and courageous.
4. Few trees or shrubs grew in the rocky soil.
5. The water in a nearby stream looked clear and blue.
6. The climbers felt their way up slowly.
7. The click of their crampons sounded against the rocks.
8. They became more cautious.
9. The climbers remained calm during the first hour.
10. Suddenly, dark clouds appeared in the sky above the mountain.
11. Some people look for adventure in their lives.
12. They appear at exciting places.
13. Edmund Hillary’s desire for adventure grew stronger each year.
14. As a young man, he looked after bees in New Zealand.
15. Later, he became a famous mountain climber.
16. Mt. Everest, the world’s tallest mountain, remained the ultimate
challenge for him.
17. Hillary and his guide remained on top for a short time.
18. The final victory at the summit, 29,035 feet above sea level, tasted
sweet to him.
19. On May 29, 1953, he looked down at the world beneath him.
20. He felt the thrill of his feat.

Name Date
Grammar: Principal Parts of Verbs

Practice
A verb is a word that expresses an action or links the subject of the sentence
to a description. Every verb has four main forms, or principal parts. These
parts are used to form verb tenses, which show time. The example shows the
four principal parts of the regular verb walk.
Present walk, walks
Present participle (am, are, is) walking
Past walked
Past participle (have, had) walked
Notice that regular verbs form their past tense and past participles by adding
-ed or -d. Although the past tense and the past participle look alike, a past
participle is always used with some form of have.
Irregular verbs, such as be and gone, form their tenses in different ways.
Present am, are, is go, goes
Present participle (am, are, is) being (am, are, is) going
Past was went
Past participle (have, had) been (have, had) gone
Underline the verb in each sentence. Then, write the principal part it was formed from:
present, past, present participle, past participle.
1. Dinosaurs lived in many parts of the world.
2. Some dinosaurs had measured over 45 feet in length.
3. I have looked at dinosaur skeletons in museums.
4. Every year, experts are discovering more about them.
5. Scientists consider a new discovery important.
6. I am attending some lectures on dinosaurs this week.
7. They are helping me with my report for science.
8. Dinosaurs disappeared long ago.
9. Even so, they still capture our imagination.
10. The lectures interest me a great deal.

Name Date

Assess
A Complete the chart.
Present Present Participle Past Past Participle

climb 1. climbed climbed
2. trying tried tried
go going went 3.
yell yelling 4. yelled
receive 5. received received
throw throwing 6. thrown
begin beginning began 7.
think thinking 8. thought
B Underline the verb in each sentence. Then, write the principal part it was formed from:
present, past, present participle, past participle.
1. Donna cares for someone.
2. Tom had mixed the paint.
3. They have used their brains.
4. Sam showed his medals.
5. Meg is laughing out loud.
6. Amy has fixed the stove.
7. My pay included a bonus.
8. She is starting a trend.
9. He operates a tractor.
10. Who is playing the piano?

Name Date
Grammar: Irregular and Troublesome Verbs

Practice
A verb is a word that expresses an action or links a subject to its description.
Irregular verbs are verbs in which the past tense and the past participle are
not formed by adding -ed or -d to the present form.
Present Present Participle Past Past Participle

drink, drinks (am, is, are) drinking drank (have, had) drunk
do, does (am, is, are) doing did (have, had) done
bring, brings (am, is, are) bringing brought (have, had) brought
Troublesome verbs are easily confused with one another. Here are some
examples:
Lay/lie Lay means “to put or place something.” It directs action to another
person or thing.
Example: I lay the weight on the rack after using it. Terri laid her book on the table.
Lie means “to rest in a reclining position” or “to be situated.” It does not direct
an action to another person or thing.
Example: Alex likes lying in the snow. I have lain in the shade today.
Raise/rise Raise means “to lift up” or “to cause to rise.” It directs action to
another person or thing.
Example: My mother has raised the curtain.
Rise means “to get up” or “to go up.” It does not direct action to another
person or thing.
Example: Like the sun, the stars rise in the east. The temperature has risen.
Underline the verb in parentheses that completes the sentence correctly.
1. You have (laid, lain) in the sun long enough.
2. The water in the lake (rises, raises) higher every year.
3. I finally (lay, laid) the book down.
4. He (drank, drunk) the soda.
5. The children have (did, done) their best.

Name Date
Grammar: Irregular and Troublesome Verbs

Assess
A Underline the correct form of each verb.
1. The players (drank, drunk) water during the time-out.
2. They apparently (did, done) the same thing last week.
3. (Lying, Laying) her book aside, Michelle thought about the chapter.
4. Everyone had (raised, risen) from the bench.
5. We have (brung, brought) you souvenirs from Florida.
6. Marcia said that she had (done, did) a report on whales last year.
7. The package (lays, lies) on the counter.
8. We (raise, rise) many of our own vegetables.
9. Do you remember what we (did, done) last summer?
10. Clouds of smoke were (raising, rising) above the factory.
B Rewrite each sentence, making the verb correct.
1. Paul done his homework last night.
2. Our little kitten has drank all its milk.
3. We brung our lunch to school.
4. Pam had just laid down when the doorbell rang.
5. Your voice raises at the end of a question.

Name Date
Writing: Help-Wanted Ad
Practice
A help-wanted ad is a small newspaper ad that describes a job that is
available in your community. The person who wants to hire someone writes
the ad and sends it to the newspaper. People who would like the job may then
contact the writer of the ad.
A help-wanted ad is usually short.
It lists the responsibilities of the job.
It describes the character traits, abilities, and knowledge a person needs
to do the job.
It may tell how much the job pays.
It gives the phone number or address of the person doing the hiring.
Read the help-wanted ad. Then, complete the activities that follow.
MATH TUTOR WANTED: Help 6th grader with homework two afternoons a
week, 3–5 P.M. Must be reliable, patient math wizard who can explain
fractions and decimals in plain English. Pays $10/hr. Call Joe at 555-6428.
1. At what hours must the tutor be available?
2. What knowledge, skills, and character traits does the tutor need?
3. How much does the job pay?
4. If someone reads the ad and wants this job, what should that person do next?
5. List two jobs for which someone in your family might write a help-wanted ad.
6. For one of the jobs in item 5, list three character traits or skills a person
would need to do the job.

Name Date
Writing: Help-Wanted Ad
Assess
Choose one of the following jobs to describe in a help-wanted ad you will write. Put a
check mark next to your choice. Then, complete the items that follow.
pet sitter guitar teacher (or other instrument of your choice)

English tutor soccer coach (or other sport of your choice)
1. What are the responsibilities, work days, and work hours of the job?
2. What skills, knowledge, and character traits does a person need to do the
job well?
3. How much does the job pay?
4. How should people contact you if they are interested in the job?
5. Use the information in items 1–4 to write your help-wanted ad. Begin your
ad with the name of the job—for example, “soccer coach.”

Name Date
Writing: Persuasive Speech

Practice
A persuasive speech is a speech given to change people’s minds or get them to
take a particular side on an issue. To convince listeners, persuasive writers
should do the following things:
provide a clearly stated position in the first paragraph of their speech.
For example: I believe we should spend some time outdoors every day.
include convincing reasons to support their position.
For example: Sunlight is an important source of vitamin D, which our bodies
need to stay healthy.
provide reasons that will appeal to their particular audience.
For example: Active people are less likely to gain weight.
revise the speech to remove less persuasive details.
For example: Exercise is fun.
A Read this paragraph. Then, answer the questions and follow the directions below.
Kids our age eat too much junk. We need to improve our eating habits.
Putting junk into your body is like pumping dirt into the gas tank of a car—it
won’t get you very far. Your body needs healthful foods to keep it functioning
at peak level. When you eat well, you think more clearly, retain more
information, and perform better on tests. You have more energy for sports
and other fun activities. And you don’t get sick as often. So, the next time
you feel like having a snack, say no to all those chips and candies. Reach for
some vegetables or fruit instead, and add some gasoline to that tank of
yours!
1. What is the topic of the speech and the writer’s position on that topic?
2. What audience might find this speech convincing?
3. Underline at least two reasons in the speech that strongly support the
writer’s position.
B On a separate sheet of paper, write a one-paragraph speech persuading someone to give

up a bad habit.

Name Date
Writing: Persuasive Speech

Assess
Complete the items that follow.
1. Choose one of the following topics for your persuasive speech. Circle your
choice.
Adopt a Stray Kitten Stop Drinking Soda Audition for the School Play
2. Identify your audience.
3. Write a sentence that clearly states your position.
4. List two reasons that would persuade your audience to agree with your
position.
5. Write your speech on the following lines.

Name Date
Writing: Review
Practice
<None>When you read a literary work, the characters, the plot, and the writing
itself can cause you to react in a certain way. In a review, or response to
literature, you tell or write about this reaction. You should refer to the setting and
main characters, the scenes, the plot elements, and the author’s style to support
your opinion.
Circle the letters of the best answer to each question, or follow the instructions to
complete the items.
1. Circle the letters of all the elements that you could possibly discuss in a
review of a literary work:
A. plot D. summary G. tone J. sensory details
B. conflict E. character H. point of view K. fact and opinion
C. setting F. dialogue I. cause and effect J. word roots
2. A review of a literary work is based on which of the following?
A. facts and supporting research

B. literary theories and criticism
C. one reader’s thoughtful opinion
D. one reader’s mood and experience
3. When you review a literary work, what is most important?
A. that you like the literary work

B. that you have read the literary work carefully and thought about it
C. that you can find something wrong with it
D. that you are able to identify with it
4. Does a review of a literary work contain only facts relating to the work?
Explain your answer.

Name Date
Writing: Review
Assess
Circle the letter of the correct answers to items 1–3. Then, write your response to item 4.
1. What is the purpose of reviewing a literary work?
A. to express the main ideas of a literary work, and tell how you feel about
them
B. to help other readers to understand a literary work
C. to show readers how to recognize plot devices and the author’s purpose
D. to identify strengths and weaknesses in a literary work
2. When you begin work on a review of a literary work, what should you do first?
A. use a dictionary to define any literary terms you will use

B. read the literary work again and take notes
C. read reviews of the literary work in magazines and newspapers
D. think of a title for your review
3. What would be most important to discuss in a review of a literary work?
A. details and events of the author’s life

B. how long it took you to read the book and take notes
C. what you liked about the plot and characters
D. how the literary work relates to your life
4. Think of a literary work that you have read. Begin working on a review of
it. Write two things that you like about the work and two things that you do
not like.

Name Date
Reading: Draw Conclusions

Practice
When you draw conclusions, you reach a decision or an opinion after
considering several facts and details. To draw conclusions about a written
work, look for important details or clues in it. Then, use your prior knowledge
and experience to piece together all the information.
Read the example. Then, answer the questions by circling the letter of the best choice.
Her heart beating fast with excitement, Cynthia made her way up the hill
toward the diner. Behind her, she pulled along her battered suitcase, which
held exactly one change of clothes and her art supplies.
Just beyond the diner, Cynthia could see the lights of the railway station.
They seemed to beckon to her like a loving grandma. After a quick bite to
eat, she would be on her way. At last, she would be leaving this place, her
home for the past two years.
1. What conclusion can you draw about Cynthia’s attitude toward the place
she is leaving?
A. She is sorry to be leaving her friends.
B. She is upset about having to leave.
C. She can hardly wait to leave.
D. She is nervous but feels that she has no choice.
2. What can you conclude about Cynthia’s ambitions?
A. She wants to work in a diner.

B. She wants to be a grandmother someday.
C. She wants to get more clothes.
D. She wants to be an artist.
3. What details did you use to answer question 2?
A. Her heart was “beating fast with excitement.”

B. Her suitcase held “exactly one change of clothes and her art supplies.”
C. She could “see the lights of the railway station.”
D. “At last, she would be leaving this place.”

Name Date

Assess
Read the following paragraph. Then, answer the questions.
I had been stuck in the cabin for four days already. The snow piled up in
front of the door made it impossible to get out. Even if I could get out, I
wouldn’t be able to find the road. I checked my food supplies, and it looked
as if I could last another week, but no more than that. What worried me most
was that I had no more wood to burn. How would I keep the cabin warm?
Perhaps the more important question was this: Was anyone coming up here
to help me?
1. Based on the details in this passage, where is the narrator probably

staying? Circle the letter of the best answer.
A. in the mountains C. in a city
B. in the desert D. on an island
2. What are two details that helped you draw this conclusion?
3. What conclusion can you draw about how the narrator feels?
4. Which of the following conclusions does not seem correct, based on the
passage? Circle the letter of the best answer.
A. The narrator is worried.
B. Three people are there.
C. The writer is concerned about the cold.
D. The ground is covered with snow.
5. Which of the following conclusions seems correct, based on the passage?

Circle the letter of the best answer.
A. a landslide has occurred C. a hurricane has occurred
B. a blizzard has occurred D. a tornado has occurred
6. Which details helped you answer question 5?

Name Date
Reading: Compare-and-Contrast Organization

Practice
A comparison-and-contrast essay is expository writing that examines how
specific things are alike and how they are different. There are two common
ways of organizing a comparison-and-contrast essay:
Block organization: The writer presents all the details of one subject,
then all the details of the other subject.
Point-by-point organization: The writer presents one detail of each
subject and then presents another detail of each subject.
Read this brief comparison-and-contrast passage. Then, answer the questions that follow.
Both fluorescent and regular light bulbs are safe and give off bright light.
Many people like regular bulbs because they find that the light is easier on
their eyes. Regular bulbs are also cheaper than fluorescent ones. On the
other hand, fluorescent bulbs use less electricity and last much longer than
regular bulbs.
1. What type of organization does this passage use?
2. How are fluorescent bulbs different from regular ones? Circle the letter of
the best answer.
A. Fluorescent bulbs give off better light.
B. Fluorescent bulbs use less electricity.
C. Fluorescent bulbs burn out more quickly.
D. Fluorescent bulbs are not as safe to use.
3. How are fluorescent bulbs similar to regular ones? Circle the letter of the
best answer.
A. Fluorescent bulbs last a long time.
B. Fluorescent bulbs use the same amount of electricity.
C. Fluorescent bulbs give off bright light.
D. Fluorescent bulbs are cheap.
4. Which of the following is not a category of comparison in this passage?

Circle the letter of the best answer.
A. cost B. safety C. color D. quality

Name Date
Reading: Compare-and-Contrast Organization

Assess
Read this brief comparison-and-contrast passage. Then, answer the questions that follow.
Falcons and Hawks

Falcons belong to the raptor family. They are the fastest flyers of all the
raptors. These birds of prey eat small animals and other birds. To catch a
bird, a falcon flies high into the air. It dives down and hits its prey in midair.
Falcons do not build nests. They will live in holes in trees, in abandoned
nests, or on ledges of cliffs or tall buildings.
Hawks are also raptors. They hunt both small animals and other birds.
These hunters see their prey from perches such as telephone poles or trees.
They stay hidden behind trees and plants as they fly toward their prey to
surprise it. Hawks build nests.
1. What type of organization does this comparison-and-contrast passage use?
2. List three categories that are used in the passage to compare falcons and
hawks.
3. In what two ways are falcons and hawks similar?
4. In what two ways are falcons and hawks different?

Name Date
Literary Analysis: Theme

Practice
The theme, or central idea, of a story is a thought about life that the story
conveys. Sometimes the theme is directly stated. Other times it is implied, or
not directly stated. You must figure out an implied theme by considering the
events in the story, the characters’ thoughts and feelings, and the story’s title.
The theme of a story is different from the plot. The plot is what happens in the
story. The theme of a story may be a message such as “friendship is valuable”
or “honesty is the best policy.”
A Write true or false about each statement.
1. The theme always tells exactly what happens.
2. A theme is the meaning of a story and is not always

stated directly.
3. Sayings that express something about life in general

are often themes.
B Read the following example. Then, circle the best answer to each question.
Margaret Bourke-White was a photographer. She seemed to have no

fears. She would climb to the top of a building that was still being built to
get an interesting picture. Yet as a child, she was afraid of everything. Her
mother told her that if she was scared of doing something, she should do it.
That is how Bourke-White learned to face fear.
1. What is the message, or theme, in this paragraph?
A. When afraid of doing something, it is best to do it.

B. Bourke-White would go anywhere to get an interesting picture.
2. Which passage from the paragraph states the theme?
A. “Margaret Bourke-White was a photographer.”

B. “if she was scared of doing something, she should do it.”
3. Is the theme implied or directly stated?
A. implied
B. directly stated

Name Date
Literary Analysis: Theme

Assess
A Read the pairs of statements. Circle the letter of the one that clearly expresses a theme.
1. A. Everyone joined in to help, and soon the dishes were done.

B. Many people working at once makes a job easier.
2. A. It may be better to have half a loaf of bread than to have none.

B. Only half a cookie was left on the plate.
3. A. Families matter.
B. Franco felt bad about hurting his sister’s feelings.
4. A. Kaneesha had a great time visiting historical sites.

B. Travel can enrich a person’s life.
B Circle the letter of the theme that best matches each goal.
1. Joe loves to be onstage. He acts in school plays. He wants to be an actor.
A. Being in a school play can be fun.

B. It is important to follow your dream.
2. Ann has worked hard for 30 years. She wants to retire and travel the world.
A. People of all ages need change in their lives.

B. Everyone should retire and travel around the world.
C Read this fable and its lesson. Then, circle the letter of the correct answer.
One day, a dog chased a frightened rabbit from a bush. The rabbit ran
fast and escaped. As the dog returned home, a passing traveler said, “Aren’t
you ashamed to let a little rabbit get the better of you?”
“Don’t forget,” replied the dog, “that I was only chasing my supper. The
rabbit was running for its life!”
Lesson: Do not put little value in the need to survive.
Which sentence states the theme?

A. The rabbit was running for its life.
B. The will to survive is a powerful force.

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Literary Analysis: Setting

Practice
The setting of a story is the time and place in which it occurs. The time may
be the past or the future. The place may be anyplace from a jungle to a large
city. The setting can be merely a backdrop for a story, or it can be a strong
element that affects the characters and shapes the plot.
Read the selection and look for clues that will help you figure out the time and place of the
events. Then, answer the questions that follow.
The morning was still dark when I opened my eyes and jumped from my
bed. I ran to my window and looked to see the flashing lights of the buoys in
the Chesapeake Bay channel. Ocean gulls chattered overhead as they flew
along the shore. The day had finally arrived when I would be able to take The
Moth out. At long last my sailboat was finished! But wait, I’m getting ahead
of myself.
For the past six months I had spent every afternoon after school at my
uncle’s boat shop. The Moth was a sailboat Uncle Bill had bought for five
dollars from an old sailor. My uncle said I could have the boat if I was able to
work on it and make it seaworthy. I had scraped barnacles, patched holes,
and refinished every inch of my sailboat’s hull. I had cut lawns, run errands,
and delivered newspapers to earn enough money for the sails. Today,
though, I would be sailing, not working.
1. In what setting does the selection take place?
2. What clues did you use to figure out your answer to question 1?
3. When are the events probably taking place—in the past, in the present, or
in the far-off future?

Name Date
Literary Analysis: Setting

Assess
Read the following selection and look for clues about the time and place. Then, answer
the questions.
We arrived at the Missouri River this morning. The horses pulling the
wagon knew we were close even before we saw the water. They began to
snort and toss their heads, knowing that they would soon be swimming
across. Our trail boss has had much experience taking families west to a new
home and a new life.
Only a few months ago a huge ship brought us to this land all the way
from Ireland, where I was born and my parents were born. Our Maclaren
name is generations old in Ireland but still new in this country. How I look
forward to a house here with a garden and a barn with animals. Crops were
so poor back in Ireland that even a decent potato was hard to find. Families
and animals were starving, so Pa knew we had to leave. We sold what few
things we had to find a new home.
1. During what period of history are the events probably taking place?
3. In what country does the selection take place?
5. What is the setting for earlier events in the story?

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Literary Analysis: Comparing Themes

Practice
The theme, or central idea or message, in a story is a thought about life that
the story conveys. Sometimes the theme is directly stated. Other times you
must figure out the theme by examining events in the story, the characters’
thoughts and feelings, and the story’s title. When you compare themes in two
works of literature, you identify how they are alike and different.
A Read each of the following passages. Then, answer the questions.
Passage 1: Sally practiced her oboe every day for several hours. She
began with scales and worked her way up to mastering complex musical
compositions. She won first place in the state junior-orchestra instrument
competition.
Passage 2: Rex was determined to learn how to juggle. He started with
two balls, gently tossing them from hand to hand. After one toss, both balls
landed on the floor. He tried again, and this time both balls flew out of his
hands and bounced on the floor. Realizing that his methods were not
working, Rex decided to concentrate on the rhythm of the toss and not try to
watch each ball. It worked!
1. What is the theme of the first passage?
2. What is the theme of the second passage?
3. Write a sentence or two that compares the themes.
B Write True or False about each statement.
1. A theme expresses something about life in general.
2. Comparing themes shows how they are similar and

different.
3. An author always states the theme in clear terms.
4. If a theme is implied, it is weak.

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Literary Analysis: Comparing Themes

Assess
Read the two passages. Then, answer the questions.
Passage 1 Franklin Delano Roosevelt, or F.D.R., is considered by many to

be one of the greatest presidents the United States has ever had. Born into a
wealthy established family, he had many advantages. Stricken by polio while
still a young man, F.D.R. had to learn to stand tall as a leader when he could
not physically stand on his own. The United States was in the midst of the
Great Depression and World War II during his presidency. F.D.R.’s leadership
and vision brought the United States through economic difficulties and war.
Passage 2 Helen Keller was born in 1880 in Alabama. At 19 months, she
suffered a mysterious fever, and was left deaf and blind. When Helen was six,
her parents hired Anne Sullivan to be her teacher. Unable to communicate
with others, Helen was frustrated, and her behavior had become wild and
intolerable. Working with Helen’s sense of touch, Anne was able to teach
Helen to communicate through finger spelling. Helen went on to learn to
read Braille. Eventually she became an author. Having overcome such severe
challenges herself, she became a tireless advocate for handicapped people
everywhere.
1. What is the theme of passage 1?
2. What is the theme of passage 2?
3. Write a sentence or two that compares the themes.

Name Date
Vocabulary: Word Roots -migr-, -clin-,

-tempor-, -volv-
Practice
A root is the basic unit of the meaning of a word.
Root Meaning Words with the Root

-migr- “to move” or “to wander” migrate, immigrant
-clin- “to lean” decline, recline
-tempor- “time” temporary, temporal
-volv- “to roll” or “to turn” evolve, revolving
1. I like to on the sofa while watching television.
2. My brother took a job until he can find a permanent

position.
3. Some birds south during the winter months.
4. Pay attention when you enter the door at the office building.
involve emigrant temporize inclination devolve immigrate
Root Meaning Root Meaning Root Meaning Root Meaning

“to move” or “to lean” “time” “to roll” or
“to wander” “to turn”

Name Date
Vocabulary: Word Roots -migr-, -clin-,

-tempor-, -volv-
Assess
1. -migr- A. time
2. -clin- B. to move; to wander
3. -tempor- C. to lean
4. -volv- D. to roll; to turn
revolve contemporary incline migrant
1. Walking up the big slope was exhausting.
2. The wheels of a moving car rotate in circles.
3. The life of a roving worker is difficult.
4. I like to listen to modern music.
C Write the letter of the answer choice that is most nearly OPPOSITE in meaning to the
word in CAPITAL letters.
1. DECLINE
A. review B. blame C. conceal D. accept
2. IMMIGRANT
A. native B. occupant C. defendant D. consultant
3. UNINVOLVED
A. disconnected B. interested C. distant D. circular
4. TEMPORARILY
A. regretfully B. steadily C. permanently D. happily

Name Date
Grammar: Simple Verb Tenses

Practice
A verb is a word that expresses an action or a state of being. A verb tense
shows the time of the action or state of being that the verb expresses. The
three simple verb tenses are present tense, past tense, and future tense.
The past tense of regular verbs is formed using -ed or -d. The past tense of
irregular verbs does not follow one pattern. You must memorize the past-
tense forms of irregular verbs. To form the future tense of any verb, use the
helping verb will plus the base form of the verb.
Simple Tenses of Regular Verbs
dream finish hope

Present I dream I finish I hope
Past I dreamed I finished I hoped
Future I will dream I will finish I will hope
Simple Tenses of Irregular Verbs
eat fall stand

Present I eat I fall I stand
Past I ate I fell I stood
Future I will eat I will fall I will stand
Underline the verb in each sentence. Then, identify the verb tense by writing present, past,
or future.
1. The bus arrived at the Chicago depot at about 7:45.
2. Lucia will cook omelets for us later this morning.
3. That author writes about significant events in her life.
4. Our basketball team lost another game last night.
5. We planned a surprise party for Dad.

Name Date

Assess
A Underline the correct verb form in parentheses. Then, identify the tense by writing
present, past, or future.
1. This hike (gave, will give) us a good workout if we keep

up a brisk pace.
2. According to my science teacher, the human eye

(works, will work) like the lens of a camera.
3. Yesterday Aunt Peggy (drives, drove) us to the apple

orchard.
4. Alice (failed, will fail) the test if she does not study.
5. Bess has a healthy diet because she always (plans,

planned) her meals carefully.
B Complete each sentence by writing the correct verb tense. The hints in parentheses tell
you which verb and tense to use.
1. (past tense of learn) As a child, Vincent to greet his

grandfather respectfully.
2. (future tense of live) I wonder whether I in Oregon

when I am older.
3. (past tense of stand) My parents in line for almost two

hours to get those concert tickets.
4. (present tense of send) Harriet her grandmother a

letter almost every week.
5. (past tense of fall) The baby asleep as soon as he was

placed in his crib.
6. (future tense of worry) Your parents about you if you

do not call.
7. (past tense of eat) That morning the children a hearty

breakfast.

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Grammar: Perfect Verb Tenses

Practice
The perfect tenses of a verb are formed by using a form of have with the past
participle of the verb.
The present perfect tense shows an action that began in the past and
continues into the present.
The past perfect tense shows a past action or condition that ended
before another past action began.
The future perfect tense shows a future action or condition that will
end before another begins.
Present Perfect
(have or has + past participle) They have promised.
Past Perfect
(had + past participle) They had promised.
Future Perfect
(will have + past participle) They will have promised.
The verb in each sentence is underlined. Identify the tense of the verb by writing present
perfect, past perfect, or future perfect.
1. Luisa has written to the mayor about the smog

problem.
2. By next year, that iron shop will have been in business

for 100 years.
3. By lunchtime I had read almost the entire book.
4. Most of the teachers have left already, Susie.
5. The Merrills will have lived in Kentucky for six years in

May.

Name Date
Grammar: Perfect Verb Tenses

Assess
A Underline the verb in each sentence. Then, identify the tense by writing present perfect,
past perfect, or future perfect.
1. By that time, the dance troupe had mastered the

routine for their fall recital.
2. Elizabeth has spent the past three hours in the library.
3. By next Thursday, we will have built the set for the play.
4. Some of the climbers had left for the summit too late.
5. Pablo has won several awards for his poetry.
6. The plumber had completed the job by noon.
7. By May the team will have repaired the damage.
B Complete each sentence by writing the correct verb tense. The hints in parentheses tell
you which verb and tense to use.
1. (present perfect tense of move) The bird keepers the

cranes to their new habitat.
2. (past perfect tense of walk) It seemed as though we at

least five miles through the woods.
3. (present perfect tense of predict) The weather forecaster

snow for Friday.
4. (future perfect tense of hatch) If all goes well, the robin’s eggs
by then.
5. (past perfect tense of stop) By the time we got to Pittsburgh, the rain
6. (future perfect tense of close) I am afraid the store by

the time we get there.
7. (present perfect tense of help) Joe and Mary us with

our project.

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Grammar: Revising to Maintain Verb Tense

Practice
A verb tense tells the time—past, present, or future—of an action or a state of
being. Using different verb tenses in a story can help explain causes and
effects—but they can also lead to errors.
Six Verb Tenses

Present He walks today.
Past He walked yesterday.
Future He will walk tomorrow.
Present Perfect He has walked already.
Past Perfect He had walked before noon.
Future Perfect He will have walked by next week.
When showing a sequence of events, do not shift tenses unnecessarily.

Incorrect: He rushed into the house and slams the door.
Correct: He rushed into the house and slammed the door.
A On the line provided, write the appropriate form of each verb in parentheses.
1. I for school at 7:30 yesterday. (leave, past)
2. My father said he a new car next week. (buy, future)
3. I at the train station early. (arrive, present perfect)
4. Until today I to no one for 30 days. (talk, past perfect)
5. Joe the movie four times. (see, future perfect)
B Each of the following sentences contains inconsistent verb tenses. Write the correct form
of the underlined verb on the line.
1. My sister smiled at the doctor and says hello.
2. I sit in the hall all day and answered the phone.
3. Eric talked to the newcomers before I do.
4. The heavy rain flooded roads and washes out dams.

Name Date
Grammar: Revising to Maintain Verb Tense

Assess
A Read the passage. For each item below, circle the verb that would correctly complete the
sentence.
Faneuil Hall in Boston was built in 1742 by Peter Faneuil, who later
(1) it to the city. Nineteen years later, it (2) . Soon after, however,
it was rebuilt. Before the Revolutionary War, it (3) a theater. Later, it
was called “the cradle of liberty.” The name was given to it because it
(4) the scene of many important meetings during the Revolutionary
War. It now (5) many historical paintings and (6) an exciting place
to visit.
1. A. gives 4. A. has been

B. has given B. had been
C. gave C. will be
D. will have given D. will have been
2. A. burns 5. A. contained
B. will burn B. will contain
C. burned C. had contained
D. has burned D. contains
3. A. is 6. A. is
B. had been B. was
C. will be C. will be
D. has been D. will have been
B Each of the following sentences contains an error in verb tense. Write the correct form of
the underlined verb on the line.
1. He sailed for Paris and has arrived there two weeks

later.
2. If I am elected president, I will have done many things.
3. Bill goes fishing whenever he got a day off.
4. If you go, I wait here.

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Spelling: Adding Suffixes

Practice
Adding a suffix to a word can change its spelling. Here are six rules for
adding suffixes:
a Change a y to i and add the suffix if there is a consonant followed by a y.
(lazy + ness = laziness)
b Do not change a y to i before a suffix when the original word ends in y
and you are adding the suffix -ing. (hurry + ing = hurrying)
c Double the last letter when the word is one syllable and ends in a
consonant. (fog + y = foggy)
d Double the last letter if the last syllable is stressed and ends in a single
consonant. (admit + ing = admitting)
e Never double the last letter if the last syllable is unstressed.
(edit + ed = edited)
f Never double the last letter when a word ends in more than one
consonant. (remark + able = remarkable)
A For each word, write the letter of the rule above that explains its spelling. You may use
some rules more than once.
1. calmly 5. running
2. quietly 6. studying
3. traveling 7. occurring
4. workable 8. grumpily
B For each misspelled word below, use the rules above to write the correct spelling on the
line.
1. cancelling
2. happyly
3. jumpping
4. tryed
5. copiing
6. stoped

Name Date
Spelling: Adding Suffixes

Assess
A Circle the misspelled words in the paragraph below. Write the correct spelling of each one
on the lines that follow.
I was reading calmmly and quietly in my room one day. Suddenly, my

mother came in and announced that she wanted the family to go travellling.
We would be canceling all our activities for the summer. Instead, we would
be visiting new places together. Her idea was admirable, and we were very
excited. This was the begining of a great adventure! We packed our bags
one suny day and happyly started our trip.
1.
2.
3.
4.
5.
B Write the letter of each word and suffix combination that is spelled correctly.
1. silly + er 4. cancel + ing

A. sillyer A. canceling
B. sillier B. cancellling
C. silier C. canceliing
D. sillyyer D. canceleing
2. work + able 5. fun + y

A. workable A. funy
B. workkable B. funi
C. workiable C. funny
D. worrkable D. funnie
3. quiet + ly
A. quietily
B. quietlly
C. quiettly
D. quietly

Name Date
Writing: Description of a Character

Practice
A description of a character gives details about a character in a play, novel,
or story. A description of a character helps readers picture the character and
helps to bring that character to life in the reader’s imagination. When you are
writing a description of a character, you should include the following elements:
Details that describe the character’s appearance. For example: Rob was
tall for his age, with dark hair and blue eyes.
Details that show the character’s actions. For example: As he practiced
kung fu each morning, he focused so intensely that his face had a fierce
expression.
Details that show the character’s personality. For example: He was not
fierce, though. He was kind. If his little brother called him, he would stop
what he was doing, smile, and go to help.
Clear language to support your description. For example: Rob was so
modest that when he became a sempai, an assistant teacher, at his kung
fu school, he never mentioned it to anyone.
A Read the details about the characters, and decide whether they describe the character’s
actions, appearance, or personality. Write action, appearance, or personality on the line.
1. Maggie was as muscular as a long-distance runner.
2. “Hey guys!” Chris shrieked, waving wildly, “Wait up!”
3. Lou was always impatient. He could not wait to get

started, he could not wait to finish, and he could not wait to get going.
B Choose a character that you know from a story, play, book, or film. Begin a short
description of that character by answering the questions.
1. What is the character’s name?
2. Give at least two details of the character’s appearance.
3. What does the character do? Give at least one detail of the character’s
actions.
4. What is the character’s personality like? Give at least one detail of the
character’s personality.

Name Date

Assess
A Read the following details about characters. Decide whether the details are about the
character’s actions, appearance, or personality. Write actions, appearance, or personality
on the line.
1. Dana fidgeted with the button on her sweater. She bit

her lip and looked nervously around.
2. At 6'3", Mick was the tallest student in his class.
3. In the book Charlotte’s Web by E. B. White, Charlotte,

a spider, is clever and helpful.
B Complete the character description you began on the Practice page. Using the same
character and the details about personality, appearance, and actions, write the character
description in paragraph form.

Name Date
Writing: Personal Narrative

Practice
When you write a personal narrative, you tell the story of one of your own
experiences. You also tell your thoughts and feelings about the experience. For
example, you might write about a time when you went sledding down a steep hill.
In your narrative, you would do the following:
Tell events in order. You might begin by telling about climbing the hill.
Next, you might tell about sledding down the hill with your friends.
Give descriptive details. You might tell how steep the hill was, how cold
the day was, how sunny it was, how windy it was, and so on.
Give your reactions. You might have felt a little nervous. You might
have wondered if the sled would crash into a tree. You should include
these details in your narrative.
A Read each passage and complete the activities that follow.
My family and I drove to the Grand Canyon this summer. First, we

stopped at Grandma’s house. Then, we drove through the desert. The sun
was setting. The mountains around us turned gold and orange. It was
amazing!
1. Circle the event that happened first. Underline the event that happened
next.
2. Draw a double underline under one descriptive detail in the paragraph.
3. Draw a box around the sentence that gives the writer’s reaction to events.
B Respond to the following items about a personal narrative you might write.
1. List a personal experience you might write about. You might choose a trip, a
sporting event, or a play.
2. Write a descriptive detail of this experience.
3. Describe one of your reactions to the experience.

Name Date

Assess
A Complete the following items to prepare to write a personal narrative.
1. List three personal experiences you might write about. Think about trips
you have taken, events you have seen or participated in, or adventures you
have had.
A.
B.
C.
2. Choose one of the experiences you listed. Write three or four events that
were part of it. Make sure to list the events in the order in which they
occured.
3. Give three descriptive details about the event.
A.
B.
C.
4. Give two thoughts or feelings you had about the experience.
A.
B.
B On a separate sheet of paper, write your personal narrative. Tell events in order. Include
the descriptive details, thoughts, and feelings that you listed in activity A.

Name Date
Writing: Short Story

Practice
A short story is a brief, fictional narrative that entertains, explores an idea, or
tells a truth about life. A well-written short story includes the following
elements:
one or more well-defined characters
an interesting conflict or problem
a plot that moves in chronological order
a clear and accurate point of view
details that establish the setting
dialogue, or conversations between characters
A Read the following passages and write your answer to each question.
Cassie laced up her ice skates and tried to stand without wobbling.
1. What is the point of view in the passage?
Shandra glided smoothly to the center of the icy pond, surrounded by her
three best friends. Cassie was determined to keep up with them, even
though she had never skated before. She had been surprised when Shandra
invited her to her party, and she did not want to blow this chance to get to
know one of the friendliest girls at her school. The afternoon sun shone
brightly as she moved tentatively onto the ice and—BAM!—fell flat on her
back.
2. List some key details about Shandra.
3. What conflict or problem does Cassie face?
4. Underline the details in the passage that describe the setting.
B Create a brief dialogue between two of the characters in the above story. Make sure the
dialogue is related to the story and adds to the action. Use a separate sheet of paper.
Name Date
Writing: Short Story

Assess
Choose one of the following topics for a short story. Then, complete the items that follow.
An ice storm shuts down the city. Friends compete for the lead in a play.
Liza wants to play the saxophone. Money raised at a student car wash is stolen.
1. Briefly summarize your idea for a story.
2. Identify the point of view you will use.
3. List the characters you will include in your story, and note key details about
each character, such as name, age, appearance, and personality traits.
4. Write down some details of the setting, including time and place.
5. Decide on a conflict, or problem, and state it in a sentence or two.
6. Describe three events that will take place in your story, in the order in
which they will occur.
7. Create dialogue that will occur between characters in the story. Tell where
in the plot you will use the dialogue.
Name Date
Reading: Author’s Purpose

Practice
An author’s purpose is his or her main reason for writing. Some common
purposes for writing are to entertain, to inform, and to persuade. Writers often
use stories about personal experiences to inform or entertain. They may use
facts and statistics to inform or persuade. Sometimes an author can have
more than one purpose for writing. For example, a writer might inform readers
about the lives of panthers and then persuade readers that panthers should
be protected.
Circle the letter of the choice that best answers the question. Then, explain your choice.
In an article about Yellowstone National Park, a writer describes the

various kinds of plants and animals that are found there. Then, she discusses
the highlights of the park, such as its geysers, waterfalls, and canyons.
1. What is the writer’s purpose?
A. to persuade B. to inform C. to entertain D. all three
Explain:
In another article about Yellowstone National Park, another writer

describes his experiences there last summer. He talks about the wonderful
time he had at summer camp, making new friends. He describes the amazing
scenery and gorgeous sunsets he saw. He tells some funny stories about
camp life. He ends with the line, “There is just no place like Yellowstone!”
2. What is the author’s purpose?
Explain:
Another writer is concerned about an endangered flower that grows only

in Yellowstone. She writes an article saying that people should not be allowed
to camp in areas where this flower grows. She is afraid that too much
interference by humans might eventually cause the flower to become extinct.
She wants to pass a law against camping or hiking near this flower.
3. What is the author’s purpose?
Explain:
Name Date
Reading: Author’s Purpose

Assess
Read each paragraph. Then, answer the questions.
Forces deep within the earth are constantly affecting the surface of the
earth. The energy from these forces is stored within the earth’s surface. When
this energy is released suddenly, an earthquake occurs. Sensitive instruments
called seismographs can detect strong earthquakes in any part of the world.
1. Is the author’s main purpose to entertain, to inform, or to persuade?
2. List two details from the paragraph to support your answer to question 1.
I visited the computer room in our school the other day, and I was
appalled. Students were using the computers, but they did not know how to
use the keyboard well. They wasted time hunting for letters on the keyboard
and then pecking out words using two fingers. This seems like a waste of
time and effort. I think it is time to bring typing instruction back to the
classroom. Imagine how much more our students will get out of their
computer time if they know how to use the keyboard without having to look
at it.
3. Is the author’s main purpose to entertain, to inform, or to persuade?
4. List two details from the paragraph to support your answer to question 1.
Name Date
Reading: Evaluate Author’s Conclusions

Practice
The purpose of persuasive text is to convince readers to think or act in a
certain way. In an effective persuasive argument, the author presents evidence
to support his or her conclusions. When you evaluate the author’s
conclusions, you determine whether the argument is supported by evidence,
such as facts, examples, and statistics. Then, decide whether you agree with
the conclusions. Use the following checklist to evaluate the author’s argument:
Does the author present a clear argument?
Is the argument supported by evidence?
Is the evidence believable?
Do I agree with the message? Why or why not?
It makes no sense for school to start so early in the morning. Teenagers

need at least 8.5 to 9.25 hours of sleep each night. Their sleep patterns shift
toward later times for both sleeping and waking. So, it is natural for teens not
to be able to fall asleep before 11:00 p.m. Most do not get enough sleep
because they must wake up too early for school. A University of Minnesota
study shows why it is a good idea to start school at a later time. Seven high
schools changed their starting time from 7:15 a.m. to 8:40 a.m. What
happened? School attendance improved and students were more alert in class.
1. What is the author’s argument? Is it stated clearly?
2. What evidence does the author uses to support the argument?
3. Is the evidence believable? Why or why not?
4. Do you agree with the message? Why or why not?
Name Date
Reading: Evaluate Author’s Conclusions

Assess
Should all schools have to teach a class on bullying? The answer is yes.
According to the American Medical Association, about 30% of youth in the
United States are involved in bullying. They are either a bully themselves, a
target of bullying, or both. This is more than 5.7 million young people! The
effects of bullying are harmful for both the bully and the victim. Bullying is often
a warning sign that teens are heading for trouble. Bullies are four times more
likely to be convicted of crimes by the age of 24. The victims of bullies become
tense and afraid. They might even become depressed. Being bullied can have
a bad effect on their schoolwork as well as on their feelings of self-worth.
1. What is the author’s argument? Is it stated clearly?
2. What evidence does the author uses to support the argument?
3. Is the evidence believable? Why or why not?
4. Do you agree with the message? Why or why not?
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Literary Analysis: Narrative Essay

Practice
In a narrative essay, the author tells the true story of events that happened
to real people. In an autobiographical narrative, the author tells about a real
event that happened to the author. An autobiographical narrative usually has
these qualities:
It is written in the first person, using the pronoun I.
It tells about a real event or a time in the author’s own life.
It may include the author’s thoughts, feelings, and reactions to the event.
It includes important details that show the author’s purpose or insight.
A Read the following selection. Then, for each item that follows, circle the letter of the best
answer.
When I first started working, I made ten dollars a week. This was long
ago. I started out in the counting room of a department store. You had to be
accurate in that job and good with numbers—and honest, of course. I liked
the work. I liked getting things right. One day I became the first woman to
become head cashier at the store. Right about that time the company started
growing, opening new stores all over the country. Sometimes I would be sent
to new locations to train employees and get the new store up and running. I
helped open 17 stores for the company. Before I knew it, 45 years had
passed by. The company did well for me. They gave me quite a party when I
retired.
I never married and have no children. But I do have seven grandnieces
and grandnephews. Do you know that every one of them has graduated from
college? I paid all the tuition. I call it the Aunt Ellen Jensen Scholarship.
That’s being good with numbers, too.
1. If this selection is an autobiographical narrative, then which of the following

must be true?
A. Ellen is famous in the world of business. C. Ellen is a real person.
B. The author has written best-selling books. D. The events are fictional.
2. Which detail is not an important element of this narrative?
A. Ellen uses the personal pronoun I.

B. Ellen is good with numbers
C. Ellen is a success at the company.
D. Ellen had a retirement party
Name Date
Literary Analysis: Narrative Essay

Assess
Read the following selection. Then, for each item that follows, circle the letter of the best
answer.
My father loved do-it-yourself home repairs. As I grew older, he allowed

me to help on easy projects. I learned how to use hand tools. I also learned
how to say “oops” in a calm tone of voice. Once, on a New Year’s Day
afternoon, my father decided to fix a leaky faucet in the upstairs bathroom. I
held the tools; my father did the work. Soon he announced, “We’re done.”
“It’s raining in the kitchen,” my mother called. “Oops,” said my father, calmly.
Somehow we had cracked the cold-water pipe within the wall. We finally had
to shut off the main water valve to stop the kitchen rain. The hardware stores
were all closed for the holiday. No plumber answered the phone. It was
something of an ordeal for our family, but I learned an important life lesson.
Never start a plumbing project on a national holiday.
1. Which of these best describes the selection?
A. an expository essay C. a biographical narrative

B. an autobiographical narrative D. a persuasive essay
2. Which of the following best explains your answer to question 1?
A. The selection is humorous.

B. The selection tells how to repair faucet leaks.
C. The writer describes a personal experience.
D. The writer offers his personal opinion about plumbers.
3. Which of these details is most important in understanding the author’s

insight about this experience?
A. The author holds the tools while his father works.
B. The father starts the project on New Year’s Day.
C. The father enjoys do-it-yourself projects.
D. The author learns to stay calm when something goes wrong.
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Literary Analysis: Expository Essay

Practice
An expository essay is a short piece of nonfiction writing about a specific
subject. A writer might write an expository essay for one or more of these
reasons:
to give readers information on a topic of general interest
to explain how something works or why something happens
to present an idea, such as a suggestion about how to save money
For each question, circle the letter of the best answer.
1. Which of the following is an example of an expository essay?
A. a book about a famous doctor

B. a story about a talking mouse
C. a short article discussing tropical fish
D. a collection of related poems
2. Dan has written a short piece about why birds migrate. Dan tells about the
need to adjust to changes in weather, the need to find a steady supply of
food, and the need to find the best conditions for nesting. How do you know
Dan’s work is an expository essay?
A. It gives the writer’s opinion.
B. It tells about the author’s life.
C. It is a short work of nonfiction.
D. It provides factual information about a topic.
3. What was Dan’s main purpose in writing the selection?
A. to entertain the reader

B. to discuss an idea
C. to inform the reader
D. to give directions
4. Which of the following best describes the focus of Dan’s essay?
A. descriptions of birds
B. bird behavior
C. bird migration
D. nesting habits
Name Date

Assess
A For each question, circle the letter of the best answer.
1. Which of the following is the best reason for writing an expository essay?
A. to argue and persuade

B. to tell a true story
C. to describe and illustrate
D. to inform and explain
2. Which of the following is an example of an expository essay?
A. a discussion of beach erosion

B. the complete life story of an inventor
C. a complaint about cell phones
D. a fable about a clever crow
B For each essay that is described below, identify the writer’s purpose. Choose one of the
following purposes.
to give information about something to explain something

to present ideas about something
1. Eric’s expository essay tells the reader how a digital camera works and gives
suggestions about printing photographs at home.
2. Serena’s essay offers a suggestion for reducing long lines at supermarkets

and department stores by making a few simple changes in the checkout
process.
3. Claudio’s essay discusses modern farming techniques that use less water,
less equipment, and less chemical fertilizer and fuel.
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Literary Analysis: Comparing Biography and

Autobiography
Practice
Both biography and autobiography are nonfiction works that describe facts
and events from a person’s life. However, there are important differences
between them.
A biography is a form of nonfiction in which a writer tells the life of
another person. It uses the pronoun he or she, relies on research, and is
usually more objective than an autobiography.
Example: When Sandra West was 21, she moved to New York and began
her career as a dancer.
An autobiography is a form of nonfiction in which a person tells his or
her own story. It uses the pronoun I, relies on the author’s own thoughts,
and tells a more personal story.
Example: When I was 21, I moved to New York to try to make it as a
dancer. “Here I am, world!” I thought as I stepped onto those busy sidewalks.
I was trembling with excitement—and fear.
Read each statement. Write b if it describes a biography. Write a if it describes an

autobiography. Write b,a if the statement describes both forms.
1. It uses the pronoun I to describe the author’s life.
2. It requires the writer to do a lot of research into someone’s life.
3. It is a form of nonfiction.
4. It uses the pronoun he or she to tell a person’s story.
5. It describes facts and events from a person’s life.
6. The author describes his or her own thoughts and feelings at

important moments in his or her life.
7. The author evaluates a person’s life as an objective outsider.
8. The author tells his or her own story.
Name Date
Literary Analysis: Comparing Biography and

Autobiography
Practice
A Identify each statement by writing true or false.
1. Both biography and autobiography are nonfiction.
2. Both biography and autobiography describe events in a

person’s life.
3. Both biography and autobiography are based mostly

on objective research.
4. The author of an autobiography uses the pronoun I to

tell his or her own life story.
5. An autobiography is more objective than a biography.
6. A biography uses the pronoun he or she to tell

someone else’s life story.
7. A biography reveals more of a person’s thoughts and

feelings about events than an autobiography does.
8. Both a biography and an autobiography might describe

the successes and failures of a person’s life.
B Read each passage. Write biography or autobiography to describe each one.
My fondest memories are of the early years, when my wife and I first
started our company. We were struggling but full of hopes and dreams of the
future.
1.
Hernando married in 1965, and he and his wife soon founded the
Sunshine Company. The company struggled for five years before turning a
profit. The young couple was forced to make many sacrifices.
2.
Name Date
Vocabulary: Suffixes -ity, -ance; Prefixes ir-,

sup- or super-
Practice
word with a slightly different meaning. A prefix is a letter or group of letters
added to beginning of a word to form a new word.
Suffix or Meaning Words with Suffix

Prefix or Prefix
-ity [suffix] “the state or condition of” possibility, nationality
-ance [suffix] “the act or process of importance, remembrance
doing, being, or feeling”
ir- [prefix] “not” irresponsible, irreversible
sup- or super- [prefix] “greater than normal” superb, supermarket
1. It was of her to leave the books out in the rain.
2. Although he was at the party, my friend had no of

what happened there.
3. I will take my umbrella because there is a of rain.
4. The carries more items than the local grocery store.
B Some words below are formed with the suffix -ity or -ance. Other words are formed with the
prefix ir-, sup-, or super-. Write the letter of the definition that correctly matches each word.
1. irrational A. the condition of being equal
2. guidance B. not able to be replaced
3. equality C. the state of being secure
4. superpower D. the act of guiding
5. irreplaceable E. not rational
6. security F. power greater than normal
Name Date
Vocabulary: Suffixes -ity, -ance; Prefixes ir-,

sup- or super-
Assess
A Use your knowledge of suffixes and prefixes to answer yes or no to each question. Then,
explain your answer.
1. If a dessert is irresistible, are you likely to eat it?
2. If the concert was superb, did you like it?
3. If an event is a rarity, does it happen often?
4. If your brother is showing resistance, is he willing to do something?
5. If a woman is a superstar, do many people know who she is?
assistance community irregular superior
1. On vacation the children had a sleeping schedule that was not usual.
2. My sister does above average work in school because she studies very hard.
3. The pool is for use by the whole neighborhood.
4. We got out with the help of a snowplow.
Name Date
Grammar: Adjectives and Articles

Practice
An adjective is a word that describes a person, place, or thing. An adjective
answers one of the following questions: What kind? Which one? How many?
How much? Adjectives are often called modifiers because they modify, or
make clearer, the meaning of a noun or pronoun.
Judith will read three novels. (Three is an adjective that modifies the noun
novels. It answers the question “How many?”)
The last performer was excellent. (The adjectives last and excellent
modify the noun performer. Last answers the question “Which one?”
Excellent answers the question “What kind?”)
An article is a special kind of adjective. There are three articles: a, an, and
the.
Kelly made a mistake on the report.
Underline all the adjectives in these sentences, including the articles a, an, and the.
1. They set up camp in a small clearing.
2. On the second night heavy rains flooded the tent.
3. Gerald finally built a roaring campfire.
4. They had brought many supplies and much food.
5. The hike was long and difficult, but they enjoyed it.
6. Who would expect to have delicious food on a campout?
7. The whole family was happy with the campsite.
8. The skies became cloudy, but it did not rain.
9. Special vacations like this don’t happen often.
10. Gerald suggested a camping trip for next summer.
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Grammar: Adjectives and Articles

Assess
A Tell which question the underlined adjective answers: What kind? Which one? How many?
or How much?
1. At the sleepover the girls told scary stories.
2. The first student to raise her hand was Sara.
3. Make sure you get enough rest before the big game.
4. The exhibit includes eighteen color photographs.
5. The weary ranch workers washed for supper.
B Underline each adjective, and draw an arrow to the word it modifies. Do not include the
articles a, an, and the. (Hint: Some sentences have more than one adjective.)
1. The oranges are tasty but messy.
2. The last child to sing was Angela.
3. How much money did you bring?
4. The concert will feature several popular musicians.
5. Did you think the movie was funny?
6. Write a descriptive paragraph about a natural setting.
7. August has been hot and humid here.
8. Five players can be on the court at one time.
9. In the foothills there is little snow in early winter.
10. The first speaker was onstage for twenty minutes.
Name Date
Grammar: Comparisons With Adjectives

Practice
Most adjectives have three forms to show degrees of comparison: the positive,
the comparative, and the superlative. The positive is used to describe one
item, group, or person. The comparative is used when two things are
compared. The superlative is used when three or more things are compared.
For most one-syllable adjectives, use -er to form the comparative and -est to
form the superlative. Some two-syllable adjectives also form the comparative
and superlative with -er and -est. Other two-syllable adjectives form the
comparative and superlative with the words more and most. For adjectives
with three or more syllables, use more and most to form the comparative and
superlative.
Positive Comparative Superlative

The puppy is cute. This puppy is cuter than He is the cutest puppy
that one. in the litter.
Sophie is sneaky. Sophie is sneakier than the Sophie is the
other cats. sneakiest cat I know.
The story is suspenseful. This story is more This is the most
suspenseful than that one. suspenseful story
ever written.
Write the comparative and superlative forms of each adjective below.
1. hot Comparative Superlative
2. short Comparative Superlative
3. dirty Comparative Superlative
4. funny Comparative Superlative
5. thin Comparative Superlative
6. wonderful Comparative Superlative
7. polite Comparative Superlative
Name Date
Grammar: Comparisons With Adjectives

Assess
A Complete the sentences below using the form of the adjective indicated in parentheses.
1. The world’s (large) snake is the anaconda. (superlative)
2. Some people think snakes are the (creepy) animals on

earth. (superlative)
3. In some species, male snakes are (small) than females.

(comparative)
4. A snake sheds its skin quickly in (warm) weather.

(positive)
5. Some desert snakes are (hardy) than other snakes.

(comparative)
B Underline the correct form of the adjective in parentheses.
1. Of the three bands, I thought the Seven C’s was the (more enjoyable, most
enjoyable).
2. Was this concert (longer, longest) than the last?
3. The seats were (more comfortable, most comfortable) than before.
4. Of the last six concerts, this was the (more exciting, most exciting).
5. Our view was (clearer, clearest) than theirs.
6. The second band seemed (louder, loudest) than the first.
7. Which of the three bands had the (longer, longest) time onstage?
8. The lights were the (brighter, brightest) we had ever seen.
9. The third encore was the (more thrilling, most thrilling).
10. This audience was (bigger, biggest) than the one at last week’s concert.
Name Date
Grammar: Troublesome Modifiers

Practice
Modifiers are adjectives and adverbs that add detail and description to your
writing. Most errors occur when writers mistake adjectives for adverbs.
Adjectives: Use adjectives to modify nouns and pronouns.
Examples: The new car is in the driveway. He has many friends.
Adverbs: Use adverbs to modify action verbs.
Example: The game ended suddenly.
To identify and fix errors related to the modifiers good and well, review these
rules:
Good is an adjective that modifies only nouns and pronouns.
Example: The plans sound good to me. (Good modifies plans.)
Well is an adverb that modifies action verbs, such as played.
Example: The orchestra played well. (Well modifies played.)
To identify and fix errors related to the modifiers better and best, determine
the number of things or actions.
Use better when two things or actions are being compared.
Example: I think spaghetti is better than rice.
Use best when three or more things or actions are being compared.
Example: I think spaghetti is the best food of all.
Write C if the underlined modifier in each sentence is correct or I if it is incorrect.
1. This suit fits perfect.
2. That peach tastes sour.
3. He really sleeps sound.
4. His voice sounded confident.
5. The water tasted suspicious.
Name Date

Assess
A Underline the modifier that correctly completes each sentence.
1. Jerry’s mother paints (good, well).
2. This engine usually starts (regular, regularly).
3. Alice swam (good, well) in the meet.
4. Joe is the (better, best) player on his team.
5. John always walks (slow, slowly).
6. Kim tasted the soup (careful, carefully).
7. Lois is a (better, best) student than Barry.
8. I feel (good, well) when our team wins a game.
9. The car stopped (sudden, suddenly).
10. Your idea for the party seems (good, well) to me.
B Rewrite each sentence, correcting any mistakes with good, well, better, and best.
1. Does Andy play water polo good?
2. I think Andy can do good at almost any water sport.
3. Cynthia is the better violinist in our school.
4. From your description, that movie certainly sounds well.
5. Of the two jackets I bought yesterday, I like the tweed one best.
Name Date
Writing: Letter
Practice
A business letter is a formal letter. You may write a business letter to a
person you do not know very well. You might write a business letter to present
an idea for a project, request information, or ask for assistance or funding. A
business letter contains these elements:
A format that includes a heading (writer’s address and the date) and an
inside address.
An appropriate formal greeting, such as Dear Sir, Dear Madam, or To
whom it may concern, followed by a colon
Formal and polite language
A clear statement of the purpose of the letter or the request being made
An appropriate closing, such as Sincerely or Respectfully, followed by a
comma
A friendly letter is a letter to a friend or family member or anyone with whom
the writer wants to communicate in a personal, friendly way. Most friendly
letters have five parts:
A heading: your address and date
A salutation or greeting: Dear plus the person’s name
The body: the main part of the letter, containing the basic message
A closing: Sincerely or Yours truly, followed by a comma
A signature: your name
A Match the greetings in the left column with the closings on the right. Write the letter of the
answer on the line.
1. Dear Mayor Smith: A. Your friend,
2. Dear Aunt Jane, B. Sincerely,
3. Hi, Mary, C. Your niece,
B Choose one of the following topics for a business letter. Then, complete the activity.
A request for directions to the school holiday music concert
An idea for a series of articles about life in middle school
A request for funding for a new after-school program
Think of an organization, company, or individual you might send your letter

to. Then, on a separate sheet of paper, write a brief business letter on the
topic you chose.
Name Date
Writing: Letter
Assess
A The first column describes types of letters. The second column contains greetings and
closings. Match the correct greeting and closing with each type of letter described.
1. Business letter: You read about a job as a A. Dear Mrs. Jones:

baby sitter. You want to persuade the employer Sincerely,
to hire you.
B. Dear Sir or Madam:
2. Friendly letter: You want to write to your Respectfully,
friend about your experience at sports camp.
C. Hi there!
3. Letter of proposal: You write to your school Your friend,
principal to propose a puppet show.
B Write a short letter to a friend or relative telling about a recent trip that you took.
Remember to include all the parts of a friendly letter.
Name Date
Writing: Persuasive Letter

Practice
A persuasive letter is written to convince readers to believe or act in a certain
way. To be convincing, the writer uses special techniques, such as these:
appeals to authority, using opinions of experts or famous people (for
example, “The governor supports the idea of having a four-day school
week.”)
appeals to emotion, using words that express strong feelings (for
example, “What student would not jump at the chance to have a relaxing
three-day weekend?”)
appeals to reason, using logical arguments backed by facts (for example, “A
four-day school week would help the environment. Think of all the gas that
would be saved by school buses that did not have to drive on Fridays.”
Read the following persuasive letter. Then, follow the directions.
Dear Parents:
The idea of a four-day school week has been debated in our community
for the past few months. I know that some of you support the idea. I would
like to offer a few arguments against it.
The president of the PTA has pointed out one problem associated with a
four-day school week: Who would supervise those children whose parents go
to work on Fridays? We cannot leave them alone. It would be dangerous.
With a four-day school week, the school would have to stay open on Fridays
to offer programs for those children who would otherwise be unsupervised.
The four-day week would only add to the burdens of our school; it would
not help to relieve them. I urge you to join me in voting against this proposal.
Sincerely,
Ann Callas
Principal
1. Write one persuasive point made by the writer that is an appeal to

authority.
2. Write one point that is an appeal to emotion.
3. Write one point that is an appeal to reason.
Name Date
Writing: Persuasive Letter

Assess
Circle one of the following topics for a persuasive letter. Then, answer the questions and
follow the instructions.
School uniforms
A three-month summer vacation instead of shorter breaks during the year
Music instruction in the schools
Sixth graders as tutors of younger students
After-school sports for all students
Saving 25 percent of one’s allowance
1. State your opinion on your topic.
2. List the points you will make and the persuasive technique you will use for
each one.
3. What words will you use to stir readers’ emotions?
4. Write a conclusion to your persuasive letter on these lines.
Name Date
Writing: How-to Essay

Practice
A how-to essay gives step-by-step instructions on how to do or make something.
A how-to essay has these features:
a narrow topic that can be fully explained in the essay
a list of materials needed, if any
a clear sequence of steps, presented in exact order
transitional words and phrases, such as first, next, and last, to make the
order clear
illustrations or diagrams, if needed to clarify the explanation
Read the following short how-to essay. Then, answer the questions and complete the
activities.
To get to the library from here, walk to the end of this block until you get
to the corner of Elm Street and Maple Avenue. Then, take a left on Maple
and go six blocks to Scott Street. Next, take a right on Scott and go two
blocks to Beechwood Boulevard. Finally, go right on Beechwood about half a
block. The library will be on your left, next to the park.
1. What does this essay instruct readers to do?
2. Are any special materials needed?
3. What transitional words help readers follow the steps? List three words.
4. List the main steps in the correct order.
5. On a separate sheet of paper, create a simple map that illustrates the steps
listed in this essay.
Name Date
Writing: How-to Essay

Assess
Choose one of the following topics for a how-to essay, or select your own. Then, answer
the questions.
how to tie a knot how to make scrambled eggs how to get to the library
1. My topic:
2. Write a topic sentence for your essay.
3. Make a list of details that will help explain your topic. Include all the steps and
materials.
4. Organize the details in step-by-step order. Include transitional words and

phrases that will make the order of the steps clear to your reader.
5. Do you need an illustration to make your description easier to understand?

If so, create it on the back of this page or on a separate sheet of paper.
6. Write a strong sentence to use at the end of your essay.
Name Date
Reading: Main Idea

Practice
The main idea of a text is the most important point that the writer makes.
The facts, examples, and other details the writer gives are related to this main
idea.
Some facts and examples are important details that support the main
idea and help you understand it.
Other facts and examples are unimportant details that are related to the
main idea but are not important keys to understanding the main idea.
Identifying important details will help you determine an author’s main idea.
Read the passage. Then, answer the questions that follow.
The islands of Hawaii were formed by volcanoes that began at the bottom
of the ocean. Over millions of years, these volcanoes erupted many times,
spewing out melted rock called lava. As the lava hardened and piled up, it
gradually formed huge hills above the surface of the sea. These hills became
the Hawaiian Islands. Some volcanoes in Hawaii are no longer active, but
others, such as the Kilauea, still erupt from time to time, forming new land.
Many tourists to Hawaii are fascinated to see the results of these earth-
shaking natural wonders. It is amazing to see that cities have sprung up
around the crater of an ancient volcano.
1. Which sentence best states the main idea of the passage?
A. The Hawaiian Islands are a major tourist attraction.

B. The Hawaiian Islands were formed by volcanic activity.
C. Lava is melted rock that erupts out of volcanoes.
D. Kilauea is an active volcano.
2. Which of these is an important detail that supports the main idea?
A. As the lava hardened, it gradually formed huge hills.

B. Some volcanoes in the Hawaiian Islands are no longer active.
C. Many tourists come to see the results of the volcanoes.
D. Kilauea still erupts from time to time.
3. Which of these is an unimportant detail in the passage?
A. Undersea volcanoes erupted over millions of years.

B. Melted rock called lava hardened and piled up.
C. Hardened lava gradually formed hills above the water.
D. Cities around volcano craters are amazing sights.
Name Date
Reading: Main Idea

Assess
Read the passage. Then, answer the questions that follow.
In the early 1900s, many immigrants from Europe settled in New York City.
Because they could not speak English and did not understand American
customs, immigrants from the same country settled together in the same
neighborhoods. There, they lived among others from their country. Because
they did not have much money, they lived in the poorest, most crowded
areas of the city. If you had walked through these neighborhoods on a hot
summer day, you would have heard peddlers calling out in foreign languages.
You would have seen women in kerchiefs bargaining with the peddlers. You
would have seen children playing and running through the streets. No one
wanted to be inside their hot, crowded apartment building on a summer day.
Today, you can see how the immigrants lived by looking at photographs
taken by Jacob Riis and Lewis Hine.
1. Which sentence best states the main idea of the passage?
A. Most immigrants in the early 1900s could not speak English.

B. In the early 1900s, the streets of New York were filled with peddlers.
C. Many immigrants in the early 1900s settled in New York City.
D. In the early 1900s, no one wanted to be inside on a hot summer day.
2. Which of these is an important detail that supports the main idea?
A. Immigrants lived among others from their country.

B. Women wore kerchiefs and bargained with peddlers.
C. Children ran and played in the streets.
D. Jacob Riis and Lewis Hine photographed immigrants.
3. Which of these is an unimportant detail in the passage?
A. Most immigrants did not speak English.

B. Most immigrants were poor.
C. Immigrant women wore kerchiefs.
D. Immigrant neighborhoods were crowded.
Name Date
Reading: Recognize Propaganda Techniques

Practice
Learning to recognize propaganda techniques and faulty reasoning is
important so as to not draw false conclusions. Propaganda is information that
is one-sided or misleading. Faulty reasoning is an argument that does not
follow the rules of logic. An advertisement is a paid message intended to
attract customers to buy products or services. The language and artwork in
advertisements may contain hidden messages or other persuasive techniques.
Here are some propaganda techniques:
Broad generalization: Claims that cannot be proved, such as “It’s out of
this world!”
Hidden messages: Pictures or words that convey an idea without stating
it directly. For example, a picture of an Olympic runner, suggesting
you’ll be a winner if you wear a particular brand of shoes
Loaded language: Words that appeal to our emotions, for example, “It’s a
miracle cream!”
Bandwagon appeals: Implying everyone does it, as in “Millions use
VitaVite daily.”
Faulty reasoning: Using unrelated or unconnected details as support.
For example, more people have cats than dogs, so cats must be easier to
care for.
Read the advertisement. Then, answer the questions that follow.
Shiny, shiny Sparkle Bright,

Leaves everyone’s teeth so clean and white.
A toothpaste that is out of sight,
Get some at the store tonight.
1. Based on these lines, what conclusion can you draw about what the
company that produces Sparkle Bright wants you to do?
2. List which propaganda techniques the advertisement uses. Be sure to use

examples.
Name Date
Reading: Recognize Propaganda Techniques

Assess
A Read each of the following advertising statements. Identify the propaganda technique
from the box and write it on the line.
broad generalizations hidden messages loaded language

bandwagon appeals faulty reasoning
1. “It’s the fountain of youth in a bottle.”
2. “Anyone who is anybody drives the new, luxurious Diamond.”
3. “Finally, an answer to all your everyday problems!”
4. “More people have cable modems, so it must be the only way to

communicate.”
5. “Wearing Tumble Togs will make you an Olympic gymnast.”
B Create your own advertisement for a product that contains a propaganda technique. Write
your advertisement on the following lines.
C List the propaganda technique you used.
Name Date
Literary Analysis: Author’s Influences

Practice
An author’s influences are cultural and historical factors that affect his or
her writing. These factors may include the time and place of the author’s
birth, the author’s cultural background, and world events that happened
during the author’s lifetime.
Read the following passage by Booker T. Washington, an author who was born into
slavery and was seven years old when enslaved African Americans were freed during the
Civil War. Then, answer the questions that follow.
One day, while at work in the coal mine, I overhear two miners talking
about a great school for colored people somewhere in Virginia. This was the
first time that I had ever heard anything about any kind of school or
college. . . . I resolved at once to go to that school . . . the Hampton
Institute. In the fall of 1872 I determined to make an effort to get there. . . .
I had been traveling over the mountains most of the afternoon in an old-
fashioned stage-coach, when, late in the evening the coach stopped for the
night at a common, unpainted house called a hotel. . . . After all the other
passengers had been shown rooms . . . I shyly presented myself before the
man at the desk . . . the man at the desk firmly refused to even consider the
matter of providing me with food or lodging. This was my first experience in
finding out what the color of my skin meant.
1. What was one historical factor that influenced the author?
A. the signing of the Declaration of Independence

B. the westward push of pioneers on the frontier
C. new freedoms for African Americans after the Civil War
D. the civil rights movement of the 1960s
2. What was one historical or cultural factor that the author had to overcome?
A. lack of opportunities for African Americans

B. the idea that it is wrong to try hard
C. American ideals of freedom
D. American respect for hard work
3. What cultural influences are shown by the hotel clerk’s reaction to the
author?
A. kindness and tolerance C. education and wisdom
B. prejudice and discrimination D. law and order
Name Date
Literary Analysis: Author’s Influences

Assess
Charlotte Brontë was an English writer. The following is a summary of a description she
wrote of herself in 1837, when she was 21 years old. Read the summary. Then, circle the
letter of the correct answer to each question.
In her description, Charlotte explains that her father worked as a minister

in a church. He was not wealthy, but he made a comfortable amount of
money. Charlotte was his eldest child. He spent as much on Charlotte’s
education as he could afford while still helping her brothers and sisters.
Charlotte felt grateful for his help. For this reason, Charlotte explains, “I
thought it therefore my duty, when I left school, to become a governess.” (A
governess is private teacher for rich children.) While working as a governess,
Charlotte was so busy that she did not have “a moment’s time for one dream
of the imagination” during the day. She tried to follow her father’s advice,
though. Women in those days were expected to sew, teach, cook, and clean.
Charlotte’s father told her to take on these duties. He also encouraged her to
try to enjoy them. Charlotte tried. She writes, though, that “I don’t always
succeed, for sometimes when I’m teaching or sewing, I would rather be
reading or writing; but I try to deny myself.”
1. What is one historical or cultural factor that influenced the author?
A. the power of England in the 1800s

B. the importance of teachers in the 1800s
C. the idea in the 1800s of what women should do
D. the freedom of children in the 1800s
2. What historical or cultural factor interfered with the author’s ability to write?
A. lack of job opportunities for women that involved writing

B. her need to escape from her father
C. Brontë’s desire to work as a governess
D. her enjoyment of teaching and sewing
3. What cultural influence does the author’s reaction to her father’s advice
show?
A. wealth and power C. family ties and obligations
B. books and magazines D. religious leaders and laws
Name Date
Literary Analysis: Mood

Practice
Mood is the overall feeling a literary work causes a reader to feel.
The mood of a work can often be described in a single word. For example,
a mood can be gloomy, hopeful, tense, sad, joyful, or scary.
Writers carefully choose words and details in order to create a particular
mood.
A Read the passage. Answer each question by circling the letter of the best answer.
Nathan had been in the old house before, but this was the first time he
was left alone for the evening. A scratching sound against the house made
him start. He realized it was only the telephone wire slapping in the wind. A
low moan came from the basement. “Ah, it’s only the furnace,” he thought.
But what was that sound upstairs? Footsteps? Was someone in the house?
Suddenly, three loud knocks sounded at the front door. Nathan jumped to his
feet. “Why didn’t they ring the doorbell?” he wondered.
1. Which of these words best describes the mood of the passage?
A. happy C. tense
B. relaxed D. desperate
2. Which of these details does not help create that mood?
A. a scratching sound against the house

B. the fact that Nathan had been in the old house before
C. a low moan
D. three loud knocks
B Read this poem. Then, answer the question that follows.
A cold shadow
Falls upon my mind;
My heart shivers
When I remember that you left me.
Underline two words or phrases in the poem that convey a mood. Then, tell
what the mood is.
Name Date
Literary Analysis: Mood

Assess
A Read the following passage. Then, answer each question.
Our whole family spent the day at the beach. It was a bright and breezy
day, perfect for flying kites. My father held the kite high as I unrolled the
cord. I started running across the sparkling sand. The kite rose easily on the
wind. My parents cheered. Once aloft, the kite leaped in the air like a trout in
blue water. I gave the cord to my little sister. As she felt the tugging of the
kite, she laughed out loud. “I’m fishing in the sky.”
1. Which of these best describes the mood of the passage? Circle the letter.
A. delighted C. unhappy
B. serious D. hopeful
2. Write down three words or phrases from the passage that help create this
mood.
3. Which phrase best defines mood in a literary work?
A. the reader’s opinion about the work

B. language that describes the physical senses
C. the overall feeling the work produces
D. the writer’s purpose in writing
B Read the poem. Then, answer the question that follows.
What is left? / The house is gone / Charred sticks chewed by flame / Smoke /
thinning to a flimsy fog. Gone.
What is left? / Ah, I see you now. / Red-eyed, coughing / Weeping sooty
tears, but alive. / Oh, alive!
1. What is the mood of the stanzas?
2. Underline three words or phrases that convey this mood.
Name Date
Literary Analysis: Comparing Authors’ Styles

Practice
An author’s style refers to the kinds of words and sentences the author uses.
When comparing authors’ styles, notice these things about each writer’s work.
kinds of words: Does the author use long, fancy words or plain English?
kinds of sentences: Are the sentences short and simple or long and
complex?
attitude or tone: What feeling does the author show toward the subject
of the writing? Is the author angry? respectful? amused? sarcastic?
figurative language: Does the author use poetic comparisons, or is the
language direct and to the point?
Notice how the following examples express the same idea in very different styles:
Informal: Enough is enough, dude. I’ve had it! Change your ways, or I’m out
of here!
Formal: I have reluctantly decided that either you must improve your
behavior or we must terminate our friendship.
Read the passages. Then, compare the authors’ styles by circling the letter of the best
answer to each question.
A. No time of year is as enjoyable as summer. Only then do we break the

chains of our school-year routines and fly into the fresh air of freedom.
Nothing is as liberating as a summer day spent lazily with friends.
B. Summer is the best, man! No school, time to hang out, and lots of sun!
It feels so good. We’re finally free.
1. How would you compare the kinds of words used in the two passages?
A. Both passages use simple words.

B. Both passages use fancy words.
C. Passage A uses simpler words than passage B.
D. Passage B uses simpler words than passage A.
2. How would you compare the kinds of sentences used in the two passages?
A. Both passages use short, simple sentences.

B. Both passages use long, complex sentences.
C. Passage A uses longer sentences than passage B.
D. Passage B uses longer sentences than passage A.
Name Date
Literary Analysis: Comparing Authors’ Styles

Assess
Read the passages. Then choose the letter of the best answer to each question.
A. It was a pretty good game between the Bears and the Lions. First one
team was ahead and then the other. The Bears finally won.
B. Spectators at the Bears-Lions game witnessed a thrilling seesaw battle
between two ferocious adversaries. First the mighty Lions offense roared into
action, and then the sleeping Bears woke up and scored. Back and forth it
went all night, until the Bears finally came out on top.
1. How would you compare the kinds of words used in the two passages?
A. Both passages use simple words.

B. Both passages use fancy words.
C. Passage A uses simpler words than passage B.
D. Passage B uses simpler words than passage A.
2. How would you compare the kinds of sentences used in the two passages?
A. Both passages use short, simple sentences.

B. Both passages use long, complicated sentences.
C. Passage A uses longer sentences than passage B.
D. Passage B uses longer sentences than passage A.
3. How would you compare the tone, or attitude, of the two passages?
A. Both convey an excited, admiring tone.

B. Both convey a bored, uninterested tone.
C. The author of passage A sounds more excited.
D. The author of passage B sounds more excited.
4. What is one example of figurative language in the two passages?
A. “It was a pretty good game” in passage A

B. “The Bears finally won” in passage A
C. “the mighty Lions offense roared into action” in passage B
D. “Spectators at the Bears-Lions game” in passage B
Name Date
Vocabulary: Prefix pre-; Suffix -ent; Word

Roots -scrib-/-scrip-, -tort-
Practice
A prefix is a letter or group of letters added to the beginning of a word to form a
new word. A suffix is a letter or group of letters added to the end of a word to
form a new word with a slightly different meaning. A root is the basic unit of
the meaning of a word.
Prefix, Suffix, Meaning Words with the Prefix,

or Root Suffix, or Root
-ent [suffix] “having,” “showing,” or “doing” different, patient
-scrib- or -scrip- “to write” prescription, scribe
[root]
pre- [prefix] “before” or “in advance” prearrange, preview
-tort- [root] “to twist out of shape” contort, distortion
1. Exaggeration is a of the truth.
2. The doctor wrote a for me to take to the pharmacy.
3. Before the movie, we watched a of a new comedy coming

out this fall.
4. It helps to be while you are standing in line.
dependent predate scripture prearrange torture absorbent
Suffix Meaning Prefix Meaning Root Meaning Root Meaning

“having,” “before” or “to write” “to twist
“showing,” or “in advance” out of shape”
“doing”
Name Date
Vocabulary: Prefix pre-; Suffix -ent; Word

Roots -scrib-/-scrip-, -tort-
Assess
A Write T if the statement is true or F if the statement is false. Then, explain your answer.
1. A contortionist is not flexible.
2. Before the invention of printing, a person who wrote was called a scribe.
3. Not wearing a seat belt in the car is an important precaution.
4. A persistent person would have trouble sticking to a task.
B Write the letter of the answer choice that is most nearly the same in meaning to the
1. PREVENT
A. encourage B. help C. advance D. stop from
2. DISTORT
A. return B. twist C. arrange D. reply
3. INSCRIBE
A. engrave B. edit C. read D. stick with
4. CONFIDENT
A. gloomy B. excited C. meek D. positive
C Write the answer choice that could be substituted for the italicized word in each
sentence.
1. The mountain path was tortuous. A. handwriting
2. I cannot read your script. B. winding
3. It is time to prepare for dinner. C. demanding
4. There was an urgent call for help. D. get ready

Name Date
Grammar: Adverbs
Practice
An adverb is a word that modifies—or describes—a verb, an adjective, or
another adverb. Adverbs answer the questions Where? When? How? and To
what extent?
Adverb Modifying a Verb
The crowd cheered loudly for the team. [The adverb loudly modifies the
verb cheered. It tells how the crowd cheered.]
Jake will mow the lawn later. [The adverb later modifies the verb will
mow. It tells when Jake will mow the lawn.]
Adverb Modifying an Adjective
I thought that movie was extremely sad. [The adverb extremely modifies
the adjective sad. It tells to what extent the movie was sad.]
Adverb Modifying an Adverb
He reads very slowly. [The adverb very modifies the adverb slowly. It tells
to what extent he reads slowly.]
A Each sentence has one adverb. Underline the adverb, and circle the word it modifies.
1. Missy warmly greeted her new neighbor.
2. Both of the boys run fast.
3. Kevin left his books here.
4. The house is very big.
B Underline each adverb. The number in parentheses tells how many adverbs are in each
sentence.
1. I might never see you again. (2)
2. Susie finished the test quickly. (1)
3. Very calmly, the young man stepped onstage. (2)
4. The dog growled angrily and then leaped forward. (3)
Name Date
Grammar: Adverbs
Assess
A Underline each adverb, and circle the word it modifies. [Hint: Some sentences have more
than one adverb.]
1. My family often goes to big band concerts.
2. Penny skates quite gracefully.
3. The little boy chuckled nervously.
4. Our team played well today.
5. The batter swung forcefully at the ball.
6. Quickly Bill opened the carefully wrapped package.
7. Sherry usually speaks softly.
8. Yesterday the girls took a walk.
9. Tim does that dance move correctly.
10. Later Ben kindly helped me with the chores.
B The verb in each sentence is underlined. Fill in the blank with an adverb that modifies the
verb. [The hints in parentheses tell you what question the adverb should answer.]
1. Coach blew the whistle . (How?)
2. the team will play its first match. (When?)
3. The birds are flying . (Where?)
4. The mother whispered in the child’s ear. (How?)
5. The spring concert has been planned . (How?)
6. Toni arrived for school. (When?)
7. Put your drawings , on that table. (Where?)
8. Lisa plays soccer in the park. (When?)
Name Date
Grammar: Conjunctions and Interjections

Practice
Conjunctions connect sentence parts and help show the relationship between
the parts of a sentence. Here are some common conjunctions:
and, or, but, nor, for, yet, so
Conjunctions can connect words, groups of words, and whole sentences.
Connecting words: Sara and I go to the park every day.
Connecting groups of words: I love biking on the trails or walking on the paths.
Connecting sentences: Sara likes skating, but I prefer biking.
Interjections are words that express strong feelings or excitement.
Example: Oh, I made the same mistake again!
Oops! The glass slipped out of my hand.
Here are some common interjections:
ah, aha, golly, hey, oh, oops, sh, whew
Underline the conjunction or interjection in each sentence.
1. My brother and I are twins.
2. The novel was long but very interesting.
3. Phew! The traffic was bad.
4. You can reach me at home or at my office.
5. Wow! Did you see that jump?
6. The man had a scarred yet appealing face.
7. Hey! Did you hear that?
8. I want to go swimming, but I have to work.
9. I am studying and do not wish to be disturbed.
10. Oh, I know—it’s terrible.
Name Date
Grammar: Conjunctions and Interjections

Assess
A Fill in each blank with an appropriate conjunction.
1. He left school went home.
2. I enjoy English, math is very difficult.
3. The tulips in the garden are red purple.
4. I want to join the Drama Club the band this year.
5. The fighter was beaten still proud.
6. I will not be at work today tomorrow.
7. A kite a CD would be a nice present.
8. The dancer was thin strong.
9. I would like to buy a new stereo, I cannot afford to.
B On each line, write an appropriate interjection for the feeling in parentheses.
1. (Pain) ! That really hurts
2. (Surprise) , I didn’t expect to see you here.
3. (Hesitation) , I don’t know the answer.
4. (Joy) ! What a great present.
5. (Pain) ! I cut my finger.
6. (Surprise) ! We won the game.
7. (Hesitation) , I don’t know which way to go.
8. (Joy) , that was a terrific movie.
9. (Pain) , I bumped my head.
10. (Disappointment) , we’re late again.
Name Date
Grammar: Combining Sentences Using Coordinating Conjunctions
Practice
Writing that uses too many short, simple sentences can sound choppy. Good
writers combine short sentences to give their writing variety.
Short and Choppy The boys played basketball. The girls played basketball.
They played all day.
Combined The boys and girls played basketball all day.
One way to combine sentences is to use coordinating conjunctions, such as
and, but, or, and so. Coordinating conjunctions are used to join related words
or groups of words.
To combine sentences with a coordinating conjunction, first make sure the

two sentences are closely related. Use a comma plus the appropriate
coordinating conjunction to join the two sentences.
Related Sentences My sister helped cook. I set the table.
Combined My sister helped cook, and I set the table.
Related Sentences James likes baseball. I prefer soccer.
Combined James likes baseball, but I prefer soccer.
Combine each pair of sentences using a comma plus the coordinating conjunction shown
in parentheses. Write the combined sentences on the line.
1. You can go to the library. You can search the Internet. (or)
2. Jen was late for the bus. She had to run. (so)
3. Missy has three pets. She takes good care of them all. (and)
4. Shetland sheepdogs look like collies. They are smaller. (but)
Name Date
Grammar: Combining Sentences Using Coordinating Conjunctions
Assess
A Use an appropriate coordinating conjunction to join each pair of sentences. Remember to
include a comma when you write your combined sentence. [Hint: Use each of the
following coordinating conjunctions one time: and, but, or, so.]
1. Jan played the drums. Tim played the cymbals.
2. The band leader was ill. The concert was canceled.
3. We can study together. You can study on your own.
4. My brother went out to play in the snow. I stayed indoors.
B The following paragraph sounds choppy because it contains mostly short, simple
sentences. Revise the paragraph by joining some of the sentences with coordinating
conjunctions. Write your revision on the lines.
Juan has planned a picnic. The whole family will go. It is a little cloudy. It
probably will not rain. Dad and Juan have prepared some food. They are
both good cooks. We will enjoy the meal. We can carry our food to the park.
Dad can drive us to the lake. Either place is pleasant. My family goes on
picnics often. We always have fun.
Name Date
Spelling: Base Words and Endings

Practice
A base word is a word to which an ending is added to form a new word.
save + -ing = saving
Here are some rules for spelling words that end with -ed and -ing:
For most verbs, do not double the final consonant: read + -ing = reading.
For most one-syllable verbs ending in one vowel and one consonant,
double the final consonant: run + -ing = running.
For verbs that end in a vowel plus y, generally keep the y: play + -ed =
played.
For verbs that end in a consonant plus y, keep the y when adding -ing
but change the y to i when adding -ed: carry + -ing = carrying;
carry + -ed = carried.
A plural is the form of a noun that indicates more than one. To spell the
plural of most nouns, add -s or -es to the base word. There are some
important exceptions to this rule:
For many words ending in f, add f to v and add es: calf, calves.
Exception: chief, chiefs.
For some words, the plural and singular forms are the same: deer, deer.
Some plurals are irregular and add a special ending or have special
forms: child, children; man, men; ox, oxen; mouse, mice.
A Write the new word formed by correctly combining each base word and ending.
1. carry + ed 4. leap + ed
2. carry + ing 5. delay + ed
3. benefit + ing 6. stop + ed
B Circle the letter of the rule that helps explain how to spell each irregular plural.
1. oxen
A. For many words ending in f, change f to v and add -es.

B. Some irregular plurals have a special ending.
2. deer
A. For many words ending in fe, change the f to v and add s.

B. For some words, the singular and plural forms are the same.
Name Date
Spelling: Base Words and Endings

Assess
A Complete each sentence by adding the ending to each base word in parentheses. Write
the correctly spelled word on the line.
1. We (stop + ed) playing our game so that we could eat

dinner.
2. This month’s club meeting will be (delay + ed) until

next week.
3. Tricia (carry + ed) her books to her locker.
4. José is (carry + ing) a heavy jug of water to the field.
5. Everyone in the school is (benefit + ing) from the new

library.
6. The acrobat (leap + ed) gracefully onto the trapeze.
B Choose the correct spelling of each irregular plural.
1. A. ourselvs 3. A. mice
B. ourselfs B. mices
C. ourselves C. mouses
D. ourselfes D. mouses
2. A. oxs 4. A. sheep
B. oxes B. sheeps
C. oxen C. sheepes
D. oxens D. sheepen
C Use the spelling rules you have learned to combine each base word and ending correctly.
1. play + ed 3. scurry + ing
2. hurry + ing 4. skip + ing
Name Date
Writing: Journal Entry

Practice
A journal is a type of diary that contains writing about everyday life. When
you write a journal entry, you record details about your own experiences. You
might describe events that happen, your feelings about people and events, and
ideas that you have.
You can also write a fictional journal entry. For example, you could pretend to
be a character from a short story and write a journal entry in his or her
words. To write such a journal entry, you need to imagine events that might
happen to the character. You also need to imagine what the character’s
feelings and thoughts about the events might be.
Choose one of the following topics or a topic of your own. Then, plan a journal entry by
answering the questions that follow.
a great holiday party going to a skate park

a nice surprise on a normal day sailing a boat to an island
getting a new pet ruining something you borrowed
1. What event are you writing about?
2. When did this event happen?
3. Where did this event happen?
4. Who were the people involved?
5. List two descriptive details about the event, the place, or the people involved
that you would include in your journal entry.
6. How did you feel about this event?
Name Date
Writing: Journal Entry

Assess
Read the following two journal entries. Then, complete the activity.
Monday, April 10
I can’t believe how nervous I am! It is two days before the Cross County
swim-team tryouts. I have been practicing at the school pool twice a week,
working on backstroke and fly. I think those are the strokes I need the most
improvement in. I have been running a mile every morning and doing some
conditioning, too. I know that all the other swimmers are training hard, and I
need to keep up. I feel strong, but I am still not sure I am going to make the
team.
Tuesday, April 11
This is the worst day ever! I was running this morning, and I sprained my
ankle in a pothole. I actually had to go to the emergency room, and I didn’t
get to school until lunchtime. The doctor took X-rays, put a bandage on my
foot, and strapped a hard-soled bootee over it. I have to use crutches for a
couple of days, and I sure won’t be able to swim tomorrow. I am going to go
to the tryouts and watch at least. I wish the coach had been watching me
practice all this month!
1. What might happen next?
2. How will the writer of these journal entries feel about the event you described?
3. Now, write the journal entry for the next day. In your entry, imitate the
style of the entries above. Use the word I, and have the character tell how
he or she thinks and feels about the event.
Wednesday, April 12
Name Date
Writing: Lists
Practice
A list is a series of names, words, phrases, or sentences. Lists help readers
understand, remember, and review key points. They also help readers follow
a sequence of actions or events. Lists are useful because they show important
information in an easy-to-read format. For example, in ste-by-step instructions,
it is a big help for each step to be numbered and separate from the steps
before it and after it. There are some general rules for making lists: a list
should contain at least two items; each item in the list should begin with the
same type of wording; list items should have sentence-style capitalization; list
items are punctuated only if they are complete sentences.
Here are two types of lists:
Bulleted list: A bullet (•) is a large dot used to separate items in a list. Bullets
attract the reader’s eye and make information easier to read and remember.
Use bulleted lists for items that are in no specific order.
Numbered list: Numbered lists are used most often for items that require
order such as step-by-step instructions. Such lists should also be used for
items that must be referred to by item number.
A Write T if the statement is true or F if the statement is false.
1. Lists do not have to start with the same type of wording.
2. A list can contain only two items.
3. For step-by-step instructions, a bulleted list is always best.
4. Lists help readers remember key points.
5. A numbered list is best for a sequence of events.
B Think about what you consider to be important rules for behavior at school. Then, make
a bulleted or numbered list of five of the most important rules for students to obey in
the classroom.
Name Date
Writing: Lists
Assess
A Complete each statement correctly.
1. A list should contain at least .
2. Each item in the list should begin with the same type of .
3. List items should use capitalization just like .
4. Punctuate list items only if they are .
B Write Bulleted for each example that could work as a bulleted list. Write Numbered for
each example that would require a numbered list.
1. A list of events in a story in the order they happen
2. A list of students in your English class
3. A list of things to do in the order you want to do them
4. A list of places you would like to visit in no specific

order
5. A list of steps telling how to make a kite
C Think about some lessons you have learned about how to get your parents to understand
you and how to understand them. Then, make a bulleted or numbered list of five of the
most important rules about communicating with your parents.
Name Date
Writing: Persuasive Essay

Practice
A persuasive essay argues for or against a particular position or urges people to
take a particular action. A good persuasive essay includes the following parts:
an introduction that states your position.
body paragraphs with reasons, facts, and examples that support your
position.
a conclusion that restates your position in different words.
Read the position and the conclusion stated in the following outline for a persuasive
essay. Then, complete the outline with reasons and examples to support the position.
I. Introduction/Statement of Position: Our community needs more

organized after-school activities for students ages 10 to 13.
II. Body Paragraphs: Reasons and Examples
A. Reason 1:
1. Example:
2. Example:
B. Reason 2:
1. Example:
2. Example:
III. Conclusion/Restatement of Position: Scheduling more organized

activities for students in my age group might keep us busy after school and
out of trouble.
Name Date
Writing: Persuasive Essay

Assess
Choose one of the following ideas for a persuasive essay. Then, complete the outline
below to plan the essay.
More people in our community should volunteer to help others.

People in our community need to be friendlier with their neighbors.
Children need to get more exercise.
Playing video games improves the body and the mind.
Playing video games damages the body and the mind.
I. Introduction/Statement of Position:
II. Body Paragraphs: Reasons and Examples
A. Reason 1:
1. Example:
2. Example:
B. Reason 2:
1. Example:
2. Example:
III. Conclusion/Restatement of Position:
Name Date
Reading: Context Clues

Practice
Context clues are clues to the meaning of a word. They are found in the text
surrounding the word. Context clues may be words with the same meaning, or
they may be descriptions or explanations. To use context clues, ask yourself
the following questions:
What kind of word is it? Does it name a person or thing? Does it describe
a person or thing? Does it express an action?
What word can I use in place of the unfamiliar word?
Does the new sentence make sense?
You may also need to reread or read ahead to find context clues.
Example: Paul feels great enthusiasm about his new hobby. He wants to
share his excitement about it with his friends.
Unfamiliar word: enthusiasm
What kind of word is it? It describes a feeling that Paul has about his hobby.
Context clue: excitement. By reading ahead, you can see that excitement has
a similar meaning to enthusiasm. You can use it in place of enthusiasm.
A Circle the context clues that help you determine the meaning of each underlined word.
Write the meaning on the line.
1. The plant is inedible. You cannot eat it because it is

poisonous.
2. Laura was mystified by the math problem. She could

not figure out how to solve it.
B Read the poem. Then, complete the activities that follow.
Winter is a frigid season, / Its cold can freeze your bones. / But winter’s
chill is also reason / To draw closer to your loved ones. / So stay inside, write
your missives, / Mail them, and you’ll discover / How quickly friends and
family gather around you, /And how much warmth you will uncover.
1. Circle the context clues that help you understand what frigid means.
2. What is the meaning of missives? What context clues helped you

determine this?
Name Date
Reading: Context Clues

Assess
A Use context clues to determine the meaning of the underlined words. Then, circle the
letter of the correct answer.
1. Pat became very melancholy when she heard the bad news.
A. sad C. angry
B. happy D. sick
2. Jim spread the strawberry preserves on his toast.
A. butter C. chocolate
B. jam D. shortcake
3. Charles used a plane to even out the wooden boards.
A. a flying machine C. a simple object

B. a flat surface D. a tool for leveling wood
B Read the poem. Then, complete the following activities.
I think that I have never seen / A place as magnificent as my own home. /

Its greatness is something that increases when / I have traveled far and wide
on my own. / Then the leaking pipes, the creaking stair, / And the multitude
of items needing repair / Do not matter. I can fix these many things. / It is the
warmth of my family that makes my heart sing.
1. Based on the context clues in the poem, what does the word magnificent do?
Circle the correct answer.
A. It describes the way the home looks.
B. It describes the quantity of homes.
C. It describes the way the home feels.
D. It describes the way the home smells.
2. What word could be used in place of multitude?
3. Explain how you were able to determine the meaning of multitude.
Name Date
Reading: Multiple-Step Directions

Practice
An instruction manual gives the steps for completing a task, such as putting
something together or using a product. Often instruction manuals use
technical language, or words specific to the subject, in their explanations.
To understand technical language, use context clues, or hints about the

meaning of a word. You can find context clues in the surrounding words and
in diagrams. In this example, a context clue for the word assemble is circled.
The context clue shows you that assemble means “to put together the parts.”
To assemble the lamp, you will need a flathead screwdriver and half-inch
screws. Once parts of the lamp have been put together, the lamp is ready for
use.
Read the passage. Then, answer the questions. Circle the letter of the best answer choice.
1. CAUTION: Before you try to assemble the coffee grinder, make sure
that the product is disconnected from the wall socket. If the product is
plugged in, you can suffer serious injury from electrical shock.
2. Remove the top cover by removing the set screws at the locations shown
in the diagram.
3. With the top cover removed, inspect the product for any damage. If you
see any loose connections or broken parts, do not proceed with assembly.
Replace the top cover, and call our Customer Service Department at
1-800-123-4567 to receive a return authorization number.
1. What is the first step?
A. removing the top cover

B. inspecting the product for any damage
C. plugging in the product
D. disconnecting the product from the wall
2. In step 2, what does the word shown tell you is the likeliest meaning of the
word diagram?
A. number B. drawing C. chapter D. part
3. In step 3, the context of the phrase “do not proceed with assembly” lets you
know that proceed means which of the following?
A. hurry B. go ahead C. fail D. figure out
Name Date

Assess
Read the following passage, and then answer the questions. Circle the letter of each
correct choice.
Watch Warranty
1. What Is Covered?
We guarantee your watch to be free from defects in materials or problems
with workmanship, and we guarantee its accuracy, for the life of the watch.
2. What Is Not Covered?
Normal wear, melting, misuse, abuse, or disassembling of the watch is not
covered by this warranty.
3. How to Obtain Warranty Service or Repair of Your Watch
Should your watch become defective under the terms of this warranty, call
the Customer Satisfaction Department toll free at 800-111-2222. If, after our
inspection, we find that the product was defective in material or
workmanship, we will, at our option, repair or replace it without charge.
1. In Step 2, which of the following is NOT covered?
A. accuracy C. misuse
B. defects D. all of the above
2. What does the word defects probably mean? Use what you learned from the
context of part 1 of the warranty to figure out the meaning.
A. prices C. problems
B. worries D. quality
3. In part 3 of the warranty, use the context to figure out the meaning of
inspection. It probably means which of the following?
A. careful look C. sale
B. return D. keeping track of
4. Part 3 says that the company may repair or replace the watch “at our
option.” What does this context suggest that option means?
A. repair C. regulation
B. choice D. house
Name Date
Literary Analysis: Figurative Language

Practice
Figurative language is language that means something different from what it
says. If you say, “The runner burned up the track,” you do not mean that the
runner set fire to the track. You mean that the runner’s speed was like fire
racing through a pile of wood. Figures of speech are a type of figurative
language. These are some common figures of speech:
A simile compares two unlike things using the words like, as, or as if.
Example: Her smile was like sunshine.
A metaphor compares two unlike things by describing one thing as if it
were the other. Example: That boxer is a gorilla, and others are afraid of
his strength.
Personification gives human characteristics to a nonhuman subject.
Example: The playful wind teased the girl by snatching her hat.
A Read each of the following sentences to determine which figure of speech it uses. Then,
write the figure of speech on the line.
1. The wind howled and whistled all night.
2. We walked outside into a wall of sunshine.
B Circle the letter of the sentence that is the best example of the figure of speech given.
1. simile
A. Henry’s shout shook the room. C. The sun gleamed brightly.

B. His laugh was like thunder. D. He is a bear in the morning.
2. metaphor
A. The storm was an angry giant C. He looked as if he had just won a

coming toward us. million dollars.
B. The cake smelled like a D. Her voice was as clear as a bell.
chocolate factory.
3. personification
A. The car bravely struggled to get C. John ran like the wind.
up the hill.
B. The cat hissed in alarm. D. The wind blew across the land.
Name Date

Assess
A Read the following sentences. Then, decide what type of figurative language each
sentence contains: simile, metaphor, or personification. Write your answer on the line.
1. He was as clumsy as a bull in a china shop.
2. The summer breeze stroked and caressed my face.
3. Alice was as mad as a hornet.
4. Fluffy snowflakes danced in the sky.
5. We ran through the curtain of rain.
6. My father is a rock.
7. The butterflies were bits of rainbow in the garden.
8. The wind sang a sad song.
B Give an example of each type of figurative language listed below. Your example may be
one you have made up or one you remember from your reading.
1. personification
2. simile
3. metaphor
Name Date
Literary Analysis: Rhythm and Rhyme

Practice
In poetry, a beat is a stressed syllable. Stressed syllables receive more
emphasis than unstressed ones. In the example, the stressed syllables are in
capital letters.
Example: JACK and JILL went UP the HILL
Rhythm is a poem’s pattern of beats. In the example, the pattern is DUM-da

DUM-da DUM-da DUM.
Rhyme is the repetition of sounds at the ends of words. In the example, Jill
and hill create a rhyme. Both rhythm and rhyme add a musical quality to
poems.
A In the following lines, underline the stressed syllables, and circle the unstressed syllables.
1. Humpty Dumpty sat on a wall, / Humpty Dumpty had a great fall.
2. I’m Nobody. / Who are you? /Are you—Nobody—too? (Emily Dickinson)
3. Then the team had tied the score. / The game went on one inning more.
4. Mirror, mirror on the wall, / Do you know why I’m so tall?
B Read the following poem. Underline the rhyming words.
Here I sit, wishing to fly,
To glide with the birds in the sky.
Though I have no wings to soar,
With my mind I can do even more.
I imagine myself a gull or a dove
And can sail through the clouds above.
Name Date
Literary Analysis: Rhythm and Rhyme

Assess
A Circle the correct answer to each question.
1. Which is the best definition of rhythm in poetry?
A. a stressed sound
B. an unstressed sound
C. the pattern of stressed and unstressed sounds
D. the repetition of sounds at the ends of words
2. Which is the best definition of rhyme in poetry?
A. the repetition of sounds at the beginnings of words

B. the repetition of sounds at the ends of words
C. the repetition of sounds in the middle of words
D. the pattern of stressed and unstressed syllables
3. Why are rhythm and rhyme important in poems?
A. They add a literary quality.

B. They add an artistic quality.
C. They add a musical quality.
D. They add a comical quality.
4. What is an example of two rhyming words in the following lines of poetry?
The moon has risen, replacing the sun,

Lighting up the night, ‘til darkness is done.
Then again the sun rises, continuing the dance,
Illuminating day—the night’s continuance.
A. sun and dance C. done and dance
B. sun and done D. done and continuance
B Read the following poem, focusing on rhythm. Then, underline the stressed syllables, and
circle the unstressed syllables.
A flea and a fly in a flue

Were caught, so what could they do?
Said the fly, “Let us flee.”
“Let us fly,” said the flea.
So they flew through a flaw in the flue.
Name Date
Literary Analysis: Comparing Imagery

Practice
An image is a word or phrase that appeals to one of the five senses—sight,
hearing, smell, taste, and touch. Writers use images to create word pictures,
or imagery. By using imagery, a poet can turn words into thoughts and
feelings that seem to jump off the page.
Images can create a feeling of movement. For example, “The leaves swirl
and rise from the ground.”
Imagery helps a writer express a mood or emotions. For example, “I
mourn for bygone times. / And I fall and drift / With the winds.”
An image can appeal to more than one sense. For example, “I turn paler
[sight] than dry [touch] grass.”
Poets often use imagery to create moods. A mood is the feeling that a poem
creates in a reader. A poem’s mood might be lively, scary, peaceful, or lonely.
Comparing imagery in different poems can help you understand better how
poets use images to create moods.
For each passage, tell what kind of images it contains by writing a sense word or phrase
from the passage in the correct column. For example, for the passage “the wet dog
howls,” you would write “wet” in the “Touch” column and “howls” under “Hearing.”
Passage Sight Hearing Smell Taste Touch

1. And so [the garbage] piled
up to the ceilings: / Coffee
grounds, potato peelings, /
Brown bananas, rotten peas.
—from “Sarah Cynthia Sylvia
Stout Would Not Take the
Garbage Out” by Shel
Silverstein
2. Nobody has the

fingerprints I have. / Nobody
can cry my tears, or laugh my
laugh.
—from “One” by James Berry
Name Date
Literary Analysis: Comparing Imagery

Assess
Read the following two poems. Then, answer the questions.
Fog Onomatopoeia
Carl Sandburg Eve Merriam
The fog comes The rusty spigot1
on little cat feet. sputters,
utters
It sits looking a splutter,
over harbor and city
5 on silent haunches 5 spatters a smattering of drops,
and then moves on. gashes wider;
slash,
splatters,
scatters,
10 spurts,
finally stops sputtering
and plash!
gushes rushes splashes
clear water dashes.
1. spigot faucet; spout.
1. What is the main sense appealed to in “Fog”?
2. Give an example of an image in “Fog” that appeals to this sense.
3. What is the main sense appealed to in “Onomatopoeia”?
4. Give an example of an image in “Onomatopoeia” that appeals to this sense.
5. Which poem has the more mysterious mood?
6. Which poem has the more energetic mood?
Name Date
Vocabulary: Prefix auto-; Word Root -mal-;

Suffixes -ant, -y
Practice
A prefix is a letter or group of letters added to the beginning of a word to form a
new word. A root is the basic unit of the meaning of a word. A suffix is a
letter or group of letters added to the end of a word to form a new word with
a slightly different meaning.
Prefix, Root, Meaning Words with Prefix,

or Suffix Root, or Suffix
auto- [prefix] “self” autograph, autocrat
-mal- [root] “bad” or “evil” dismal, malady
-y [suffix] “having,” “full of,” or “characterized by” sleepy, wordy
-ant [suffix] “state or condition of being” abundant, applicant
1. The children were because they did not get enough rest.
2. Fa
F ns were lining up with programs and pens to get the celebrity'’s
.
3. Irena was the only to be awarded the scholarship this year.

4. The doctor on television was able to cure the mysterious .
B Rewrite each sentence so that the underlined word is used logically and correctly.
1. Ocean water is very salty and healthful for people to drink.
2. If you show malice toward someone, you like that person.
3. The crops were so abundant that the farmers had little to sell.
4. The author wrote an autobiography to focus on her aunt’s artistic career.
Name Date
Vocabulary: Prefix auto-; Word Root mal-;

Suffixes -ant, -y
Assess
1. -mal- A. full of
2. auto- B. state or condition of being
3. -y C. bad
4. -ant D. self
B Use your knowledge of prefixes, roots, and suffixes to answer the questions below.
1. If you receive a hearty welcome from a person, is the person happy or

unhappy to see you?
2. If a computer malfunctions, is it working properly?
3. If a car has an automatic transmission, does the driver need to shift

the gears?
4. If you attend a friend’s birthday party, are you among the celebrants?
C Write the letter of the answer choice that is most nearly OPPOSITE in meaning to the
1. AUTONOMY
A. independence B. dependence C. freedom D. liberty
2. MALICIOUS
A. sensitive B. serious C. kind D. happy
3. GROUCHY
A. pleasant B. angry C. boring D. caring
4. DEFIANT
A. joyous B. daring C. bold D. obedient
Name Date
Grammar: Simple and Compound Subjects

Practice
Every sentence has a subject and a predicate. The subject is the word or
words that tell whom or what the sentence is about. The predicate, or verb,
tells what the subject does or is.
Subject Predicate (Verb)

A small red-haired boy bagged my groceries.
The girls on the team practice hard every day.
The simple subject is the main word or words in the complete subject.
The fund-raiser for the band was successful. [The complete subject is The
fund-raiser for the band. The simple subject is fund-raiser.]
A simple subject may be compound. A compound subject is two or more
subjects that have the same verb and are joined by a conjunction such as and
or or.
Either Pablo or Sally sold the most popcorn. [The simple subjects Pablo and
Sally have the same verb, sold, and are joined by the conjunction or. They
make up a compound subject.]
Underline the simple subject in each sentence. If the simple subject is compound, be sure
to underline both parts.
1. Kathy’s brothers played tennis all day.
2. She and Karen cheered wildly during the game.
3. The horses and the donkeys are kept in the stables.
4. A lone pigeon stood at the top of the statue.
5. Your mom or my dad will drive us to the movie theater.
6. The kittens were born last night.
7. Either Bob or I will play the solo.
Name Date
Grammar: Simple and Compound Subjects

Assess
A Underline the complete subject in each sentence. Then, draw a second line under the
simple subject.
1. The puzzle in that newspaper is tricky.
2. Fancy decorations made the restaurant beautiful.
3. An overtime period was needed to decide the game.
4. Most babies wake up often during the night.
5. The fierce wind in my face made me cold.
B Underline the simple subject in each sentence. If the simple subject is compound, be sure
to underline both parts.
1. The family photos and old letters are stored in the attic.
2. A hamster from a pet store would make a good first pet.
3. The boys in the chorus sang loudly.
4. Ellie and I walk to school together.
5. Either the cat or the dog has knocked over the plant.
C Complete each sentence by writing a compound subject.
1. To my surprise, were walking

toward me.
2. have been friends ever since first

grade.
3. Yesterday went to their first

pottery class.
4. will be offered the lead role in the

play.
5. bloom in the spring.
Name Date
Grammar: Sentence Types

Practice
Sentences can be classified according to their function, or what they do. There
are four types of sentences: declarative, interrogative, imperative, and
exclamatory.
Type of Sentence Function Example

Declarative makes a statement The lizard is healthy.
Interrogative asks a question Where are you going?
Imperative gives an order or direction Come here now!
Exclamatory expresses strong emotion What a great idea!
Notice that declarative sentences end with a period, interrogative sentences

end with a question mark, and exclamatory sentences end with an
exclamation mark. Imperative sentences end with either a period or an
exclamation mark.
A Classify each sentence by writing declarative, interrogative, imperative, or exclamatory.
1. Will your grandfather run in the marathon this year?
2. This room is too small for our meeting.
3. What kinds of birds make the best pets?
4. Get out on that soccer field right now.
5. How good to see you!
6. Mark asked a question about the exam.
B Write the type of sentence indicated in parentheses. Punctuate your sentence correctly.
1. (declarative)
2. (interrogative)
3. (imperative)
4. (exclamatory)
Name Date

Assess
A Classify each sentence by writing declarative, interrogative, imperative, or exclamatory.
Then, add the correct end punctuation.
1. Cory has a dog, two cats, and a parakeet
2. Which one is her favorite pet
3. Let the bird out of his cage
4. Watch him play with his toys
5. Both cats were adopted from the city shelter
6. What fun we had playing with all the pets
7. How many books has Cory read about pet care
B Rewrite each sentence according to the instructions in parentheses. Be sure to use

correct end punctuation in your new sentences.
That scarf was made in Hong Kong. (Rewrite as an interrogative sentence.)

Rewritten: Was that scarf made in Hong Kong?
1. Does the coach treat all the players fairly? (Rewrite as a declarative
sentence.)
2. Will you wait for me by the stage door? (Rewrite as an imperative sentence.)
3. That game was very exciting. (Rewrite as an exclamatory sentence.)
4. Heidi will compete in the spelling bee. (Rewrite as an interrogative

sentence.)
Name Date
Grammar: Revising for Stronger Sentences

Practice
There are four types of sentences. Each type has a specific function, or job,
and uses a specific end punctuation mark.
Type of End
Sentence Function Punctuation Example
Declarative states an idea period Joe went home early.
Interrogative asks a question question mark How do you feel?
Exclamatory expresses strong exclamation What a scary drive
emotion mark that was!
Imperative gives an order period or Please be careful.
or direction exclamation Watch out!
mark
When you revise a draft of your writing, read each sentence carefully, and
think about its function. Make sure each sentence does the job you want it to
do. Then, make sure you have used the correct end punctuation.
Classify each sentence by writing declarative, interrogative, imperative, or exclamatory.

Then, add the correct end punctuation.
1. What a kind person she is
2. Check the battery in the smoke alarm
3. Every Saturday Rachel volunteers at the shelter
4. What a delicious pasta salad this is
5. Do you like white rice or brown
6. Our team is going to the finals
7. Please visit us again soon
8. Hannah is a good friend
9. Which movie did they see
10. Get out of the way now
Name Date
Grammar: Revising for Stronger Sentences

Assess
A Rewrite each sentence according to the instructions in parentheses. Be sure to use the
correct end punctuation in your new sentences.
Have you read this poem by Alice Walker? (Rewrite as an imperative sentence.)
Rewritten: Read this poem by Alice Walker.
1. That museum exhibit was fascinating. (Rewrite as an exclamatory sentence.)
2. Will you come with me to the orchard? (Rewrite as an imperative sentence.)
3. Can Reggie carry the football without fumbling? (Rewrite as a declarative

sentence.)
4. The buses are running on time today. (Rewrite as an interrogative sentence.)
5. Has Missy’s mountain bike been repaired? (Rewrite as a declarative

sentence.)
B Read each sentence, paying special attention to the end punctuation. Place the correct
punctuation mark at the end of each sentence. If the end punctuation is correct, write C.
Today’s technology is expanding at a rapid pace? (1) How many

people do you know who have a cell phone and a computer. (2)
Twenty years ago, few people had these items! (3) Think about the
digital camera. (4) What a handy device that is? (5) Don’t you
agree. (6) In my opinion, it is important not to take technology for
granted. (7)
Name Date
Writing: Letter to an Author

Practice
You can respond to literature by writing a letter to an author—even if you
never mail it. For authors who are no longer living, you will have to pretend
that they are still alive. Topics you might cover in a letter to an author include
the following:
why you enjoyed or did not enjoy the work
why you would recommend it, or not recommend it, to a friend
questions about past work
suggestions for future work
Read the following letter to an author. Then, answer the questions that follow.
Dear Mr. Nash:

I have just read with great pleasure your funny poem “Adventures of
Isabel.” Thank you for writing it. What I liked most about it were the
interesting rhymes. I also liked reading about the surprising things Isabel did.
Isabel is the kind of person I would like to be—not afraid of anything or
anybody.
Do you have other poems like this one? If so, I would like to read them.
I’m going to show “Adventures of Isabel” to my best friend, whose name
happens to be Isabel. I think she will get a kick out of it.
I think you should write a series of poems about people whose names
begin with each letter of the alphabet. That would make an interesting book.
It would be even better if you included illustrations of each person.
Your fan,
Tommy Turner
1. What did Tommy Turner enjoy about the work?
2. Why would Tommy recommend the poem to his friend Isabel?
3. What suggestion does Tommy have for Mr. Nash’s next book?
Name Date
Writing: Letter to an Author

Assess
A Think about an author whose work you have enjoyed. Then, answer the questions about
this author.
1. Author’s Name:
2. What is your favorite work by this author?
3. What do you like best about this work?
4. What questions do you have about the author’s past work?
5. What suggestions do you have about the author’s future work?
B On the lines below, write a draft of a letter to the author you named above. Refer to your
answers to activity A to develop your letter.
Name Date
Writing: Poem
Practice
When you write a poem, you try to use words in creative and interesting ways.
Some of these creative ways of using words are known as figurative
language. Figurative language is not meant to be taken literally. These are
three forms of figurative language:
Similes, which compare two different things using a word such as like
or as
Her smile is as bright as the sun.
Metaphors, which compare two unlike things by stating that one thing is
another thing
He is the sunshine of my life.
Personification, which gives objects or animals human characteristics
The sun smiled happily in the sky.
Complete the activities in order to begin a poem using figurative language.
1. Write a simile about a pet or a favorite thing by filling in the blanks.
My is as as .
2. Write a simile about the moon. Use the words like or as.
3. Write a metaphor about a pet or a favorite thing by filling in the blanks.
My is .
4. Write a metaphor about a star.
5. Rewrite the following sentence to include personification.
The old school bus made a lot of noise as the driver drove it down the
bumpy road.
6. Write a sentence about a squirrel using personification.
Name Date
Writing: Poem
Assess
A Circle the letter of the correct answer to each question.
1. Which of the following is an example of a simile?
A. The snowflakes fell from the sky. C. The blizzard roared.

B. The snow was as white as cotton. D. Winter is an old enemy.
2. Which of the following is an example of a metaphor?
A. Jealousy is a monster.
B. My dog is as fierce as a lion.
C. She is as happy as a bird in flight.
D. The frogs danced and sang all night long.
3. Which of the following is an example of personification?
A. From their home in the sky, the stars looked down at us.
B. My house is as warm as toast.
C. The owl hooted and flew away.
D. The deep sea is another universe, huge and mysterious.
B Write a four-line poem using at least one metaphor, simile, or example of personification.
The poem can be on any subject you choose and does not need to rhyme.
Name Date
Writing: Problem-and-Solution Essay

Practice
A problem-and-solution essay identifies a problem and presents one or more
ways to solve it. A good problem-and-solution essay includes clear, easy-to-
follow steps. It also gives evidence that explains why each step is important.
Read the problem and suggested solution below. Step 1 of the solution has been
completed for you. Write three more steps for the solution. For each step, include
evidence that explains why that step is important.
Problem: Middle school begins half an hour earlier than elementary

school. New middle-school students are often late and are given detention
if they are late too often.
Solution: New students need a plan to help them arrive at school on time.
Step 1. Before going to bed, make sure all your homework is packed up
and you have everything you need for the next morning.
Evidence: Before I started doing this, I wasted precious time in the
morning, running around looking for books, homework, and clean
clothes, getting papers signed, and asking for lunch money.
Step 2.
Evidence:
Step 3.
Evidence:
Step 4.
Evidence:
Name Date

Assess
Read the following problem and the suggested solution. Fill in additional steps and
evidence to complete the solution.
Problem: New immigrants to the United States might have trouble

figuring out how to shop and find bargains in a huge American grocery
store or shopping mall.
Solution: New immigrants need to make a plan before they go shopping in

a grocery store or mall.
Step 1. Make a list of everything you need.
Evidence:
Step 2.
Evidence:
Step 3.
Evidence:
Step 4.
Evidence:
Name Date
Reading: Paraphrasing
Practice
Paraphrasing is restating an author’s words in your own words. Some
strategies for paraphrasing are shown here, using the first six lines of Robert
Frost’s “Stopping by Woods on a Snowy Evening” as an example:
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer

To stop without a farmhouse near
Stop and reread any difficult lines in a passage. If you stop and reread
the first line, you can see it means “I think I know who owns these
woods.”
Look up unfamiliar words, and replace them with words you know.
Restate the lines in your own words. For example, you might paraphrase
lines 5 and 6 in this way: “My little horse must wonder why we are
stopping way out here.”
Reread your paraphrase to make sure it makes sense.
A Read the rest of “Stopping by Woods on a Snowy Evening” by Robert Frost. Then, answer
the questions. Refer to a dictionary if necessary.
Between the woods and frozen lake Of easy wind and downy flake.
The darkest evening of the year.
The woods are lovely, dark and deep,
He gives his harness bells a shake But I have promises to keep,
To ask if there is some mistake. And miles to go before I sleep,
The only other sound’s the sweep And miles to go before I sleep.
1. What is another way of saying “the darkest evening of the year”?
2. What is Robert Frost talking about in the lines “The only other sound’s the
sweep / Of easy wind and downy flake”?
B Circle four lines of the poem to paraphrase. On a separate sheet of paper, write your
paraphrase of the lines you chose.
Name Date
Reading: Paraphrasing
Assess
A Read the following lines from the poem “Father William” by Lewis Carroll. Then, answer
the questions. Use your dictionary if you need it to answer any of the questions.
“You are old,” said the youth, “as I mentioned before,

And have grown most uncommonly fat;
Yet you turned a back-somersault in at the door—
Pray, what is the reason of that?”
“In my youth,” said the sage, as he shook his gray locks,

“I kept all of my limbs very supple
By the use of this ointment—one shilling the box—
Allow me to sell you a couple?”
1. In the first line, what word could be used in place of youth?
2. What is the poet referring to when he uses the word locks?
3. What does the word shilling most likely refer to?
4. What is the meaning of the word sage?
5. What is the meaning of the word supple?
B Write your own paraphrase of these lines from “Father William.”
Name Date
Reading: Prepare Applications

Practice
Applications are the forms you fill out, such as when you get a library card or
rent movies from a video store. You may also fill out an application when you
apply for a job. To make sure you fill out an application properly, you must
follow the directions carefully. Here are two ways to make sure you do a
complete job:
Preview the application. Look over the directions and the questions
before you start writing.
Review the application. After you have filled it out, look it over to make
sure you have filled out all the sections you need to and that all your
answers are clear.
A Read Bobby Timmons’s application for a library card. Then, answer the questions that
follow.
Franklin Community Library: Library Card Application

Date:
Name (last name first): Bobby Timmons
Address (including Zip Code): 123 Catalpa Drive, Mainburg, WI
Phone number (including area code): (123) 456-7890
Date of birth (month/day/year): 11/5/91
Patron Type: Circle One
A—Adult (age 18 or over) CS—College Student
YA—Young Adult (ages 14–17) J—Juvenile (age 13 and under)
Parent/Guardian’s name (if under age 14) Larry Timmons
B For each question, circle the letter of the best answer.
1. Has Bobby written his name correctly? If not, how should he have written it?
2. Has Bobby written his birth date correctly? If not, how should he have written it?
3. Which information did Bobby forget to provide?
4. If Bobby will be 13 this year, which patron type should he circle?
Name Date
Reading: Prepare Applications

Assess
A Read the following application. Then, fill it out completely and correctly. Review your work
and make any necessary corrections.
Library Card Application
Please print your answers.
Date:
Name (last name first):
Address (including Zip Code):
Phone number (including area code):
Date of birth (month/day/year):
Patron Type: Circle One
A—Adult (age 18 or over) CS—College Student
YA—Young Adult (ages 14–17) J—Juvenile (age 13 and under)
Parent/Guardian’s name (if under age 14)
Name Date
Literary Analysis: Forms of Poetry

Practice
Poetry comes in many different shapes and sizes. When they write, poets can
choose from many forms of poetry to suit the ideas, images, and feelings they
want to express. Among the different poetic forms are concrete poetry, haiku,
and limericks.
In a concrete poem, words are arranged in a shape that reflects the
poet’s subject.
A haiku is a Japanese verse form with three lines. Lines 1 and 3 have
five syllables. Line 2 has seven syllables.
A limerick contains five lines. Lines 1, 2, and 5 rhyme and have three
beats, or stressed syllables. Lines 3 and 4 rhyme and have two beats.
A Read this limerick. Then, complete the activities that follow.
There was a young man from Saint Joe

Who excelled with his arrow and bow.
He’d take aim at the sun,
And before he was done,
The sun would lose half of its glow.
1. Use details from the poem to explain why the poem is a limerick.
2. Write the first line of a haiku based on the images in the limerick.
3. If you were to turn the limerick into a concrete poem, what shape would
you create? Explain your answer.
B On a separate sheet of paper, write either a complete haiku or a concrete poem using
some of the images in the limerick, or write a new last line to the limerick.
Name Date

Assess
Circle the letter of the choice that best answers each question.
1. What kind of poem has five lines and two sets of rhymes?
A. a concrete poem C. a narrative poem

B. a haiku D. a limerick
2. What is the most distinctive feature of a concrete poem?
A. It tells about something vivid. C. Its shape imitates its meaning.

B. It is written in cement. D. It was originally made of objects.
3. Which of the following quotations is a typical opening line of a limerick?
A. “Springtime. A young swallow.”

B. “There was a young bird from Moline”
C. “Baby bird s q u a w k s FEED ME!”
D. “Hope is a thing with feathers”
4. Which line of a haiku is longest?
A. Line 1 B. Line 2 C. Line 3 D. Line 4
5. Which lines of a limerick are always shorter than the others?
A. Lines 1 and 2 B. Lines 2 and 3 C. Lines 3 and 4 D. Lines 4 and 5
6. Which of these subjects is best suited to a concrete poem?
A. a heroic act C. a singer

B. a funny incident D. a snowfall
Name Date
Literary Analysis: Sound Devices

Practice
Poets use different combinations and patterns of sounds to create musical
effects. Here are some of the most common sound devices:
Onomatopoeia is the use of words whose sounds suggest their meaning—
for example: boom, hiss.
Alliteration is the repetition of sounds at the beginning of words—
for example: the sweet sounds of summer.
Repetition is the use of repeated words, phrases, or rhythms—
for example:
As of some one gently rapping, rapping at my chamber door. / “‘Tis some
visitor,” I muttered, tapping at my chamber door“
A On the line, identify the sound device used in each item. Write onomatopoeia, alliteration,
or repetition.
1. The ball bumped up and bounced back to the goal.
2. Ring, ring, ring the bell! Grab the rope and ring the bell!
3. Splash! The ducks waddled toward the pond.
B Read these lines from “The Weary Blues” by Langston Hughes. Then, write the letter of
the best answer to the questions that follow.
1 Thump, thump, thump, went his foot on the floor.

2 He played a few chords then he sang some more—
3 “I got the Weary Blues
4 And I can’t be satisfied.
5 Got the Weary Blues
6 And can’t be satisfied”
1. Line 2 of the poem contains an example of which of the following?

A. onomatopoeia B. alliteration C. repetition
2. Which word in the poem is used as part of a pattern of repetition?

A. satisfied B. chords C. floor
3. The word thump in line 1 is any example of which of the following?

A. onomatopoeia B. alliteration C. repetition
Name Date
Literary Analysis: Sound Devices

Assess
A On the lines, identify a sound device used in each item. Write onomatopoeia, alliteration,
or repetition.
1. Showers come in April / Showers come in May.
2. The buzz of big bumblebees began again.
3. Little lady leaped into the air.
B Read these lines from “The Bells” by Edgar Allan Poe. Then, answer the questions. Circle
the letter of the best choice.
1 Hear the sledges with the bells—

2 Silver bells!
3 What a world of merriment their melody foretells!
4 How they tinkle, tinkle, tinkle,
5 In the icy air of night!
6 While the stars that oversprinkle
7 All the heavens, seem to twinkle
8 With a crystalline delight;
9 Keeping time, time, time,
10 In a sort of Runic rhyme,
11 To the tintinnabulation that so musically wells
12 From the bells, bells, bells, bells,
13 Bells, bells, bells—
14 From the jingling and the tinkling of the bells.
1. Which of these words from the passage is the best example of onomatopoeia?
A. silver B. bells C. tinkle
2. Lines 4, 9, 12, and 13 contain examples of which sound device?
A. repetition B. onomatopoeia C. alliteration
3. Which line contains an example of alliteration?
A. Line 1 B. Line 2 C. Line 3
Name Date
Literary Analysis: Sensory Language

Practice
Sensory language is writing or speech that appeals to one or more of the five
senses—sight, hearing, touch, taste, and smell. The use of sensory language
creates vivid word pictures, or images, for the reading or listening audience.
Sight + Touch: A copper-bright sunset cooled the day.
Smell + Sound: Sweet smoke wafted from the sizzling ribs.
Touch + Taste: The crunchy cookie crumbled to its soft chocolate center.
Sight + Sound: The snow’s pure white crust crackled under our boots.
Writers often use sensory language to stir up memories and associations in a
reader’s mind. When you read a poem or other work rich in sensory language,
note the details that especially appeal to you. Think about the sense that each
detail appeals to. Then, think about the ideas and feelings that the sensory
language helps to convey.
Read each line below. Then, underline the words that appeal to your senses, and identify
the sense or senses to which they appeal. Write sight, touch, taste, smell, or hearing.
1. The wind whistled through the dark green pines.
2. Her warm kitchen misted our cold faces with steam, tinged with garlic.
3. Salsa! Pungent, salty, oniony, green-hot!
4. She swathed herself in the warmth of a worn blue blanket.
5. The buzz saw screeched and whined as it bit through the wood.
Name Date

Assess
A Read this short poem. Then, answer the questions that follow.
Pine-pungent forests cleaning the air,

Lines of snow-white birch trunks, magnifying the sun,
Sea surging into rock holes, making muffled thunder.
The coast of Maine.
1. To which sense or senses does line 1 appeal to? Underline the words or
phrases that create the sensory appeal.
4. What ideas or feelings about the coast of Maine do these images help
convey?
B Write a short poem describing one of your favorite places. Include images that appeal to
at least three different senses.
Name Date
Vocabulary: Suffixes -less, -ship, -ly

Practice
word with a slightly different meaning.
Suffix Meaning Words with Suffix

-less “without” or “not able” hopeless, fearless
-ship “all individuals in a certain category” or readership, friendship
“the quality, condition, or state of being”
-ly “like,” “characteristic leisurely, absolutely
of,” or “in the manner of”
1. A can develop between people with like interests.
2. He was disappointed so often that he became .
3. The couple took a walk through the park.
B Choose the correct suffix that makes a word with the new meaning. Then, write the new
word on the line provided.
-less -ship -ly
Word + Suffix New Word New Meaning
1. leader + ? = condition of being a leader
2. final + ? = in the manner of being final
3. home + ? = without a home
Name Date
Vocabulary: Suffixes -less, -ship, -ly

Assess
A Match each suffix with its meaning. Write the letter of the correct answer.
1. -ship A. without
2. -ly B. in the manner of
3. -less C. all individuals in a certain category
B Use your knowledge of suffixes to write the answer to each question.
1. You have a business partnership. Do you own the business alone or with
someone else?
2. A crime is apparently a mystery. Does it appear to be a mystery, or is it

easily solved?
3. You had a restless night. In the morning, will you be full of energy or
lack energy?
C Write the letter of the word that is most nearly the same in meaning to the word in
CAPITAL letters.
1. PENMANSHIP
A. handwriting B. boating C. reading D. copying
2. SPEECHLESS
A. remote B. amazed C. chatty D. calm
3. EAGERLY
A. likely B. steadily C. readily D. reluctantly
Name Date
Grammar: Direct and Indirect Objects

Practice
A complement is a word or group of words that completes the meaning of a
verb. Two types of complements are direct objects and indirect objects.
A direct object is a noun, pronoun, or group of words that receives the action
of the verb and answers the question Who? or What?
Luke enjoys fireworks. [The direct object fireworks tells what Luke enjoys.]
Tonight Candice will make us a pizza. [The direct object pizza tells what
Candice will make.]
An indirect object is a noun, pronoun, or group of words that names the
person or thing that something is given to or done for. An indirect object
answers the question To or for whom? or To or for what?
Marco bought his mother a silver bracelet. [The indirect object mother tells
for whom Marco bought the bracelet. Bracelet is the direct object.]
Sally sent me flowers for my birthday. [The indirect object me tells to whom
Sally sent flowers. Flowers is the direct object.]
Notice that every sentence that has an indirect object also has a direct object.
Identify the underlined word by writing direct object or indirect object.
1. Keith taught the dog a new trick.
2. At the craft fair, I met a talented weaver.
3. Pedro wrote me a letter.
4. Years ago Lori painted me a picture of a horse.
5. The lifeguard handed the swimmer a life jacket.
6. Soon my brother will drive us to the mall.
7. Mr. Chang liked the movie.
Name Date
Grammar: Direct and Indirect Objects

Assess
A Underline the direct object in each sentence. If a sentence has an indirect object, circle it.
1. Gabe prepared a delicious meal last night.
2. Then Mary read the toddler a story.
3. Our team has won the game!
4. The vet gave the kitten its shots.
5. After class Harry drew a boat in his sketchbook.
6. That store offers loyal customers special discounts.
7. Has everyone finished the test?
B Underline the direct object in each sentence. Then, rewrite the sentence with a different
direct object.
Nancy told me the date of the party.

Rewritten: Nancy told me the exact time of the game.
1. Tom gave Kevin his old bike.
2. Mom built the boys a clubhouse in the yard.
3. Hector will eat a large salad for lunch.
4. Will you bring us some soup?
5. In pottery class Teresa made a pretty vase.
Name Date
Grammar: Predicate Nouns and Predicate Adjectives
Practice
A subject complement is a word or group of words that appears with a
linking verb and tells something about the subject of the sentence. The two
types of subject complements are predicate nouns and predicate adjectives.
A predicate noun is a noun that renames or identifies the subject of the

sentence.
The first speaker will be Ginny. [The noun Ginny identifies the subject,
speaker. The linking verb is will be.]
Terry has become my hero. [The noun hero identifies the subject, Terry. The
linking verb is has become.]
A predicate adjective is an adjective that describes the subject of the
sentence.
Sam was unhappy with his grades. [The adjective unhappy describes the
subject, Sam. The linking verb is was.]
The painting looks a little crooked. [The adjective crooked describes the
subject, painting. The linking verb is looks.]
Identify the underlined subject complement by writing predicate noun or predicate

adjective.
1. My partner for tennis is usually Kenny.
2. Jen was the first student onstage.
3. Fresh fruit tastes good with plain yogurt.
4. The winner of the chili cook-off is Mr. Young.
5. Tonight the moon will be full.
6. Tammy should be the leader of the group.
7. That garbage smells rotten!
8. I am so excited about the game!
9. A doughnut is not a healthful breakfast.
10. The baby seems cranky this morning.
Name Date
Grammar: Predicate Nouns and Predicate Adjectives
Assess
A In each sentence, circle the linking verb and underline the subject complement.
1. The ham smells delicious.
2. John Keats was a poet.
3. Pete seems happy today.
4. The stew was spicy.
5. After many years, Gigi became a doctor.
6. Ellen and Lynn have been friends since first grade.
7. Both of the boys are good employees.
8. This bag full of groceries is heavy.
9. Roger has become captain of the debate team.
10. My sister will be famous someday.
B Underline each subject complement. Then, identify the subject complement by writing PN
for predicate noun or PA for predicate adjective.
1. Harry was the soloist for that song.
2. The band sounded too loud.
3. Wendy has always been a cheerleader.
4. My favorite vegetable is squash.
5. Mrs. Warren may be right about the schedule.
6. Soon this puppy will be our new pet.
7. The water in the pool felt cold to me.
8. By afternoon the skies had become cloudy.
9. Judy will be a mechanic one day.
10. To me that sculpture looks unbalanced.
Name Date
Grammar: Revising Choppy Sentences

Practice
If you use mostly short, simple sentences, your writing will sound choppy. To
improve your writing, find ways to combine pairs of short sentences.
One way to combine sentences is by creating compound complements (two

complements joined by and, or, or but). Remember, a complement is a word
or group of words that completes the meaning of a verb. Direct objects and
indirect objects appear with action verbs. Predicate nouns and predicate
adjectives appear with linking verbs.
Study the examples to see how sentences can be combined with compound
complements.
Choppy Manny plays drums. Manny plays cymbals.
Combined Manny plays drums and cymbals. [compound direct object]
Choppy Cory may sell Manny a drum. Cory may sell Ray a drum.
Combined Cory may sell Manny or Ray a drum. [compound indirect object]
Choppy Ray is a drummer. He is also a singer.
Combined Ray is a drummer and a singer. [compound predicate noun]
Choppy Playing music is fun. It is challenging.
Combined Playing music is fun but challenging. [compound predicate adjective]
Combine each pair of sentences by creating a compound complement. The hints in

parentheses tell you which connecting word to use.
1. Sue may become a lawyer. She may become a judge. (Use or.)
2. The fireworks were colorful. The fireworks were loud. (Use but.)
3. Dad will give Jenna a ride. Dad will give me a ride. (Use or.)
4. They raise goats on their farm. They raise pigs on their farm. (Use and.)
Name Date
Grammar: Revising Choppy Sentences

Assess
A Combine each pair of sentences according to the directions in parentheses.
1. Jan wrote the lyrics. She also wrote the melody. (Use and to make a
compound direct object.)
2. The cream tasted fresh. The cream tasted sweet. (Use and to make a
compound predicate adjective.)
3. Mr. Garcia will tell Sid a story. He will tell me a story. (Use or to make a
compound indirect object.)
4. Miss Witmer is a science teacher. She is also a coach. (Use and to make a
compound predicate nominative.)
B The following paragraph sounds choppy because it contains mostly short sentences.
Revise the paragraph by joining some of the sentences using compound complements.
The awards ceremony was held on Thursday evening. Mr. Grimes was the
organizer. He was also a presenter. Our principal gave Mindy Chang an award
for math. He gave Russ Hill an award for math. Most of the speeches were
brief. They were also entertaining. I do not know about you, but I enjoyed
the ceremony.
Name Date
Spelling: Words With Prefixes and Suffixes

Practice
Prefixes are word parts added to the beginning of a base word. Suffixes are
word parts added to the end of a word.
Here are some rules for spelling words with prefixes and suffixes:
The spelling of a base word does not change when a prefix is added.
To add a suffix beginning with a consonant (-ful, -tion, -ly), change a y to i
in the base word unless a consonant comes before the y. Most other
times, do not change the base word.
To add suffixes beginning with a vowel (-ion, -al, -able), change a y to i in
the base word unless a consonant precedes the y. Usually, drop the final
e in the base word. Most other times, do not change the base word.
Complete each sentence by adding the prefix or suffix to the base word in parentheses.
Write the correctly spelled word on the line.
1. I do not want to (dis + appoint) my mother, so I will

do well in school.
2. My brother (mis + spent) his allowance on candy and

toys.
3. The voters will probably (re + elect) the mayor, who

has done well.
4. I won the (argue + ment) by using many facts and

examples.
5. The principal will make an (announce + ment) about

the essay contest.
6. The happy child had a (joy + ous) smile on her face.
7. Bethany is known for her (stubborn + ness) .
8. My poor plants looked (pity + ful) when I forgot to

water them.
9. I tried to hide my (irritate + ion) .
10. I read about ancient (bury + al) practices.
Name Date
Spelling: Words With Prefixes and Suffixes

Assess
A Choose the correct spelling of each word.
1. We made up a ceremony to mark the of our time capsule.

A. burial C. buryial
B. buryal D. buriyal
2. Mrs. Kirk’s was caused by the students’ poor behavior.

A. irritatetion C. irritateion
B. irritattion D. irritation
3. Their was about what to have for dinner.

A. arguement C. arguument
B. argument D. argumment
4. My sister’s wedding was a event.

A. joyus C. joyous
B. joious D. joyyus
B Add the prefix or suffix to each word. Write the new word on the line.
1. announce + ment 4. pity + ful
2. dis + appoint 5. re + elect
3. mis + spent 6. stubborn + ness
C Apply the spelling rules you have learned by adding a prefix or suffix to each base word.
Then, write a sentence using the new word.
1. re + heat
2. admire + able
3. educate + ion
4. mis + spell
5. funny + est
Name Date
Writing: Poem
Practice
Poets use different forms of poetry to suit the ideas, images, and feelings
they want to express. Here are three poetic forms:
Concrete poem: a poem in which the words are arranged in the shape of
the subject. For example, a poem about a cat would be shaped like a cat.
Haiku: a Japanese verse form with three lines. Line 1 has five syllables,
line 2 has seven syllables, and line 3 has five syllables.
Limerick: a funny poem in five lines. Lines 1, 2, and 5 rhyme and have
three beats, or stressed syllables. Lines 3 and 4 rhyme and have two
beats.
1. Concrete Poem 2. Haiku 3. Limerick
SUN 1 1 1 1 1
When my cat walks in,
There was a young fellow named Hall,
Who fell in the spring in the fall;
1 1 2 1 2 ‘Twould have been a sad thing
cloud A mouse behind him dragging
2 1 1 1
If he’d died in the spring,
But he didn’t—he died in the fall.
lifeless on the floor.
Wa Foam
ter Fo
am Water
Complete the following activities.
1. What would be a good subject for a concrete poem? Briefly describe how
you would arrange words on the page to illustrate your subject.
2. The first line of a haiku has five syllables. Write a sentence that contains
five syllables.
3. A limerick is a funny poem. Choose a humorous topic for a limerick. Then,

list two rhyming words that you could use in your limerick.
Name Date
Writing: Poem
Assess
A Circle the correct answer to each question.
1. What is a concrete poem?
A. a poem about concrete

B. a poem in which words are arranged in the shape of the subject
C. a poem that always rhymes
2. What is a haiku?
A. a Japanese fishing village where poetry was first written

B. a type of flower that the Japanese write poems about
C. a Japanese verse form with three lines and 17 syllables
3. What is a limerick?
A. a funny poem that has five lines

B. a sad poem that has four lines
C. a poem that has 15 lines
B Choose one of the following topics. Then, complete the activities.
a beautiful flower garden in the spring

a bright shiny apple on a table
1. Briefly describe how you would arrange the words to illustrate your subject.
2. Write the first line of a haiku about your topic. It does not need to be a
complete sentence.
C Choose one of the following humorous topics. Then, complete the activity.
a dog chasing its wagging tail

a snail crawling along a long road
List two rhyming words that you could use in a limerick about your topic.
Name Date
Writing: Prose Description

Practice
Poems use memorable images and vivid language that appeals to our senses.
You can capture the scene in a poem in your own words. Writing a prose
description of a scene in a poem means telling readers in your own words
what the poem shows. To write a prose description, follow these guidelines:
Read the poem and look up any unfamiliar words.
Identify details that appeal to the senses (sight, hearing, touch, taste,
smell).
Identify the setting (time and place) of the poem.
Determine what actions or events are taking place in the poem.
Using the information you have gathered, write a description of the scene
in the poem.
A Read “April Rain Song” by Langston Hughes. Then, answer the questions that follow.
Let the rain kiss you

Let the rain beat upon your head with silver liquid drops
Let the rain sing you a lullaby
The rain makes still pools on the sidewalk
The rain makes running pools in the gutter
The rain plays a little sleep song on our roof at night
And I love the rain.
1. What is the main topic of the poem?
2. List six actions or events described in the poem.
3. List three words or phrases in the poem that appeal to three of the five
senses—sight, hearing, taste, touch, and smell. For each detail, tell the
sense to which it appeals.
B On a separate sheet of paper, write a prose description of the scene in “April Rain Song.”
Include the details you wrote about in activity A.
Name Date
Writing: Prose Description

Assess
A Read the passage below from the poem, “How I Learned English” by Gregory Djanikian.
Then, answer the questions that follow.
It was in an empty lot

Ringed by elms and fir and honeysuckle.
Bill Corson was pitching in his buckskin jacket,
Chuck Keller, fat even as a boy, was on first,
His t-shirt riding up over his gut,
Ron O’Neill, Jim, Dennis, were talking it up
In the field, a blue sky above them
Tipped with cirrus.1
1. cirrus high, thin clouds
1. What is the main action or event in the poem?
2. List three actions or events described in the poem.
3. List three words or phrases in the poem that appeal to three of the five
senses—sight, hearing, taste, touch, and smell. Tell the sense to which each
one appeals.
B Write a prose description of the scene in “How I Learned English.” Include the details you
wrote about in activity A.
Name Date
Writing: Comparison-and-Contrast Essay

Practice
In a comparison-and-contrast essay, a writer tells about similarities and
differences between two or more things. A well-written comparison-and-
contrast essay includes these elements:
a topic involving two or more subjects
subjects that have some important similarities and some important
differences
facts and descriptions that show how the subjects are alike and different
an organizational pattern that helps readers understand the comparison.
In subject-by-subject organization, the writer presents all the features
of one subject and then all the features of the next subject. In point-by-
point organization, the writer discusses one point about both subjects
and then moves on to a second point.
A Read this passage. Then, complete the activity that follows.
Basketball and soccer are similar in several ways. In both sports, the ball is
the main focus of the action. Also, both sports are played on a rectangular
field. Teamwork is an important aspect of both activities as well.
Basketball is played with the hands. Soccer is played with the feet. To
score in basketball, the ball is thrown into the net. In soccer, the ball is kicked
into the net. The term dribbling means something different in each sport. In
basketball, it means “bouncing.” In soccer it means “kicking.” Although both
sports are exciting, I like basketball better.
Each item names a category, or a way in which basketball and soccer can be
similar or different. Circle the categories in which basketball and soccer are
similar. Underline the categories in which the sports are different.
teamwork dribbling how to score body parts used to play focus of the action
B Compare a lion and a tiger. List three aspects, or categories, that you would use to
compare and contrast them. Give one similarity or difference for each category.
Name Date
Writing: Comparison-and-Contrast Essay

Assess
Choose one of the following topics or a topic of your own for a comparison-and-contrast
essay. Then, complete the activities and answer the questions that follow.
fruits and vegetables trains and airplanes

two school subjects, such as English and science
1. What is your topic?
2. List three categories you can use to compare the two things.
(A category is an aspect of a thing, or a way in which two things
can be similar or different.)
3. Fill in the chart below with details for each category you have listed in item 2.
Category 1 Category 2 Category 3

Subject 1:
Subject 2:
4. Write a paragraph comparing and contrasting the two items. Explain the
similarities and the differences between the two in each category.
Name Date
Reading: Summary
Practice
A summary is a brief statement that presents the main ideas of a longer piece
of writing. To summarize a piece of writing, it is helpful to reread the text to
identify the main ideas. A good summary is much shorter than the original. It
includes only the main ideas and the most important details.
A Read this passage. Then, reread it, focusing on main ideas. Answer the questions that
follow by circling the letter of the best choice.
The sixth grade at South School held a fund-raiser last Saturday, May 1 in
the parking lot from 12 to 4 P.M. A bake sale and a car wash were held at the
same time. Luckily, it was a beautiful day. A total of $329 was raised. The
money will be used for two worthy causes. Half of it will go toward the sixth-
grade dance. The dance is on June 11. The other half will support Food from
Friends, a soup kitchen that serves meals to those in need. The class
president, Terri Mann, said, “We wanted to do something to help someone
and not just raise money for our dance.”
1. What is the main idea of the passage?
A. The sixth-grade dance is coming up at the end of the year.

B. The sixth grade held a fund-raiser and donated half the proceeds.
C. Terri Mann is president of the sixth-grade class.
D. A bake sale and a car wash were combined.
2. Which of these sentences contains the most important information?
A. Luckily, it was a beautiful day.

B. The dance is on June 11.
C. The money will be used for two worthy causes.
D. The fund-raiser was held in the parking lot from 12 to 4 P.M.
B Now, read this summary of the passage. Answer the question that follows.
Last Saturday’s fund-raiser at South School raised $329. Because the sixth
grade wanted to donate to a charity, half the money raised will go to Food
from Friends, a soup kitchen. The other half will go to the sixth grade’s
end-of-year dance.
Of the ideas presented in the summary, are there any that are not main ideas
and that could be left out? Explain.
Name Date
Reading: Summary
Assess
Read this passage. Then, read it again. Answer the question and complete the activities
that follow.
Our bodies are adapted to Earth’s gravity. Our muscles are strong in order
to overcome gravity as we walk and run. Our inner ears use gravity to keep
us upright. And because gravity wants to pull all our blood down into our
legs, our hearts are designed to pump hard to get blood up to our brains.
In space, the much weaker gravity makes the human body change in
many unexpected ways. In microgravity, your blood is rerouted, flowing from
the legs, which become thin and sticklike, to the head, which swells up. The
extra liquid in your head makes you feel like you’re hanging upside down or
have a stuffed-up nose.
—from “Life Without Gravity” by Robert Zimmerman
1. What is the main idea of the passage?
2. Name two details that support the main idea.
3. Write a brief summary of the passage on the lines provided.
Name Date
Literary Analysis: Dialogue in Drama

Practice
Drama is a story that is written to be performed. The story is told through
dialogue, the spoken words of the characters. Drama has these main
elements:
characters: the people that the story is about
a plot: the action of the story
a setting: the place and time in which the story takes place
dialogue: the spoken words of the characters, which tell the story
The written form of drama is a script. Plays, movies, and television dramas all
begin as scripts. The script includes the characters’ words as well as stage
directions, details about the setting and the action. When you read a drama,
picture it as it might be performed on a stage or on film.
Read this passage from a drama. Then, describe the characters, the setting, and the
action, and give an example of dialogue.
[The stage is set with lantern lights and balloons. Music plays softly in the
background. NOAH and SHARON stand facing each other in the middle of
the school gym.]
NOAH (unsure): I’ve never done a waltz before. I really know only rock-and-
roll.
SHARON: Don’t worry—I learned this in a class. I’ll show you. See? (She
begins to move her feet) One-two-three, one-two-three. It’s easy.
NOAH (with more confidence): You’re right! There’s nothing to it. I’ll be a pro
in no time at all! Thanks for the lesson.
1. Characters:
2. Setting:
3. Action:
4. Example of Dialogue:
Name Date
Literary Analysis: Dialogue in Drama

Assess
A Read the example of a work of drama. Then, answer the questions.
[A bright glow of sunlight shines upon the stage. Sand and cactus bushes
surround the characters.]
CARMINE (frightened): Mom, it’s so hot!
SUSAN (CARMINE’S MOTHER): I know honey, but don’t worry. We’ll be
arriving in town in a few minutes.
CARMINE: But I’m so thirsty! Isn’t there any water here?
1. Who are the characters in the play?
2. What is the setting for this part of the play?
3. Give an example of dialogue from the play.
B Read the example of a work of drama. Then, tell who the characters are, and describe the
setting and the action.
[It is midnight. JACK and JAN are sitting in a boat, looking out into the
moonlit ocean.]
JACK (dreamily): It’s so beautiful out here tonight, isn’t it?
JAN (sleepily): Yes. Nighttime is the best time to go fishing.
JACK (startled): Uh-oh! I think I’ve got something on my line!
JAN: Steady, there—it looks like a big one!
[The boat starts to shake and rock fiercely.]
1. Characters:
2. Setting:
3. Action:
Name Date
Literary Analysis: Comparing a Novel to Its Dramatization
Practice
A novel is a long story that is meant to be read. A drama is a story that is
meant to be performed, for example, as a play or television show. Sometimes
writers change novels into dramas. The story is then told in a different form,
but the main ideas remain the same.
Novel Drama
is written in prose is written as a
is divided into script
chapters have characters is divided into acts
shows characters’ have a plot with and scenes
words in quotation action and conflict calls characters’
marks involve getting a words lines or
has narrator telling response (from a speeches
the story reader or an tells story through
can be hundreds audience) words and actions
of pages long is usually performed
in the space of 90
minutes to
3 hours
Write Novel on the line before each item that describes a work of literature that is meant
to be read. Write Drama on the line before each item that describes a work of literature
that is meant to be acted out.
1. Juan gets up from the chair on one side of the stage to

answer the telephone that is on the other side of the stage.
2. In Act I, the king announces that all the soldiers in the

kingdom must learn to use a bow and arrow.
3. In Chapter 3, Julia and Henry find themselves in an

overgrown forest. “How did we get here?” they ask, looking around.
Name Date
Literary Analysis: Comparing a Novel to Its Dramatization
Assess
A Circle the letter of the best answer to each question.
1. How long do most dramas take to perform?
A. between 15 minutes and 30 minutes

B. between 90 minutes and 3 hours
2. How is a story told in a drama?
A. through the characters’ words and actions

B. through the writer’s explanations and descriptions
B Write Novel on the line before each item that describes a work of literature that is meant
to be read. Write Drama on the line before each item that describes a dramatization.
1. In Act II, the queen says that she will wear only purple
from now on.
2. In Chapter 5, the boat is finally completed.
3. The stage is set with jungle plants and large trees.
C Read the two passages. Then, answer the questions that follow.
“Wake up, sleepyhead!” called Shawn’s mother. “It’s time to get ready for
breakfast!” Sleepily, Shawn yawned and sat up in his bed. Then, he
daydreamed for a few minutes.
SHAWN’S MOTHER (calling from offstage): Wake up, sleepyhead! It’s time
to get ready for breakfast! (Shawn yawns and sits up. Then, he closes his
eyes.)
1. Which passage (the first or the second) is a dramatization? How do you

know?
2. Tell one thing that is the same in both passages. Tell one thing that is
different.
Name Date
Vocabulary: Word Root -eth-

Practice
A root is the most basic part of a word. Knowing the meaning of a root can
often help you figure out the meaning of a whole word. For example, the root
-eth- means “character” or “custom.” It can be found in these words:
ethical conforming to standards of right behavior

ethnology the study and comparison of human cultures
A Choose the word with the root -eth- that best completes each sentence below. Write the
word on the line provided.
ethics ethnic unethical
1. It is for a lawyer to represent both sides in a dispute.
2. It is against medical for a doctor to discuss a patient

with others.
3. The city has many different restaurants.
B Match each word with its meaning. Write the letter of the correct answer.
1. ethical A. cultural background
2. ethnicity B. person who specializes in moral ideals
3. ethicist C. moral
C Rewrite each sentence so that the underlined word is used logically and correctly.
1. Your grades help determine your ethnic group.
2. Ethnology is the study and comparison of insects.
3. An unethical person would not tell a lie.
Name Date
Vocabulary: Word Root -eth-

Assess
A Match each question with its answer. Write the letter of the correct answer.
1. What does an ethicist study? A. moral standards
2. What is an example of ethical behavior? B. cultural background
3. What does an ethnic group share? C. helping those in need
B Use your knowledge of the root -eth- to write the answer to each question.
1. A person does something unethical. Does the person deserve praise or

scolding?
2. You take a class on ethics. Have you learned about proper behavior or a
different culture?
3. You are not sure of the meaning of the word ethos. Does it most likely have
something to do with the customs of a group or with large bodies of water?
C In each sentence, replace the underlined word or words with a word from the list below.
ethical ethnicity ethnology
1. What is your cultural association?
2. A moral person would not think of taking advantage of others.
3. My mother teaches a course in the comparison of human cultures.
Name Date
Grammar: Prepositions and Prepositional Phrases

Practice
A preposition is a word that relates a noun or a pronoun to another word in
the sentence. In this example, the preposition on relates the noun bridge to
the word stood:
Example: The boy stood on the bridge.
A prepositional phrase is a group of words that includes a preposition and a
noun or pronoun, which is called the object of the preposition. In each of
the following examples, the preposition is underlined and the object of the
preposition is in boldface.
Examples: on the bridge near the bridge over the bridge
Common prepositions include about, around, at, behind, beneath, between, by,
for, from, in, into, on, over, and with.
A Underline each preposition in the following sentences.
1. Deborah studied piano for many years.
2. The airliner flew over the clouds.
3. The white house on the corner is ours.
4. The dog hid behind the couch.
5. The invading army attacked without warning.
6. Uncle Joe is not worried about them.
B Place parentheses around each prepositional phrase. Underline each preposition and
circle its object.
1. Tommy threw the ball over the fence.
2. The students walked into the room.
3. The lights are above the stage.
4. Many animals live beneath the sea.
5. The flood damaged many buildings near the shore.
Name Date
Grammar: Prepositions and Prepositional Phrases

Assess
A Complete each sentence by writing an appropriate preposition on the line.
1. Michelle rode some broken glass.
2. Jack poured the milk the cup.
3. an hour, we had traveled twelve miles.
4. The package the tree is mine.
5. Everyone watched television dinner.
6. The firefighters walked the house carefully.
7. The scout crawled the fence.
8. The shelter was found deep the cave.
9. I could hardly see the woman the window.
10. the night, the horse ran off.
B Place parentheses around each prepositional phrase. Underline each preposition and
circle its object.
1. The parakeet watched from its cage.
2. The trees behind the fence are all maples.
3. All the children were playing across the street.
4. Let’s hold our meeting after lunch.
5. Fire was first made during the Stone Age.
6. Look down the mountain and tell me what you see.
7. The class traveled through Spain and Italy.
8. During our last visit, there was a hurricane.
9. They always eat lunch at a fancy restaurant.
10. A large piano stood inside the room.
Name Date
Grammar: Revising With Participial Phrases

Practice
A participle is a form of a verb that acts as an adjective. It helps to describe
someone or something. There are two types of participles. A present
participle is the -ing form of a verb: grinning or whispering. A past participle
is a past form of the verb: grinned or whispered.
A participial phrase combines a present or past participle with other words to

make a phrase. The entire phrase acts as an adjective, or helps describe
something or someone.
Example: Looking around the room, Todd noticed that something was
missing. (Phrase describes Todd.)
Cheered by the audience, the actors took a bow. (Phrase describes the
actors.)
You can often use a participial phrase to combine a pair of related sentences.
Placing the participial phrase at the beginning of the new sentence will add
variety to your writing.
Short sentences: The class worked quickly. They divided up the job.
Combined sentences: Working quickly, the class divided up the job.
Combine each pair of sentences into one sentence by using a participial phrase. The first
item has been completed for you.
1. The referee signaled a score. He was standing beneath the basket.
Standing beneath the basket, the referee signaled a score.
2. The patient was feeling better. She ate some soup.
3. The tennis players were exhausted by the game. They rested in the shade.
4. The players sat on the bench. They cheered for their teammates.
5. The speaker was called to the microphone. The speaker appeared nervous.
Name Date
Grammar: Revising With Participial Phrases

Assess
A Underline the participial phrase in each sentence.
1. Troubled by the news, Glenn phoned his parents.
2. Mrs. Grant, waiting for the right moment, whisked the fly out the window.
3. Gliding swiftly, the canoe approached the rapids.
4. Greeting the guests, the mayor shook dozens of hands.
5. The ancient mammals, frozen for centuries in ice, were well preserved.
6. Holding their breath, they tiptoed from room to room.
7. Motivated by the prizes, everyone entered the contest.
8. Crossing the finish line, the runners looked tired.
9. Feeling secure, the puppy barked at the van.
10. Our house, shaded by trees, stays cool in the summer.
B Combine each pair of sentences by adding the information in one sentence to the other
sentence in the form of a participial phrase. Write your combined sentence on the line.
The first item has been completed for you.
1. The money was stolen from First Bank. It was later discovered.
The money stolen from First Bank was later discovered.
2. The small boy is sitting at the end of the pier. He has caught nothing all day.
3. The sun sets behind the mountains. It is a beautiful sight.
4. The secretary called a meeting. He was troubled by the press reports.
5. The audience roared their applause. They were interrupting the singer.
Name Date
Writing: Summary
Practice
When you write a summary of something you have read, you write a brief
statement that includes the main idea. You should include only the main
events, characters, and ideas. Organize your summary according to the order
in which the events or ideas are presented.
A Read the passage and the summary that follows. Then, answer the questions.
Passage:
In the middle of the morning rush hour, just as the traffic was beginning to
get into some kind of rhythm, Dr. Simon heard a flop-flop-flopping sound. Oh
no, he thought. Not on a Monday morning when I have to be in the office
early! But the time didn’t seem to matter to his car. He pulled out of traffic
onto the shoulder of the road. Yep, it was a flat, all right. He’d have to call Dr.
Gray and ask her to fill in for him through the morning. He opened the back
of his blue station wagon and took out the jack and his spare tire. Two hours
later, he was on his way to the office. Luckily, by then the traffic had cleared.
Summary:
Dr. Simon got a flat tire on the way to work. He called another doctor and
asked her to fill in for him while he changed his tire. The job took two hours.
1. Name one detail included in the passage that is not in the summary.
2. Name the main event in the passage.
3. Is this main event described in the summary?
B Read the following passage. Then, on a separate sheet of paper, write a summary of it.
Include the important events, characters, and ideas. Organize your summary according to
the order of the passage.
Lauren had moved away from Virginia three years ago. Today was her first
visit back home. After stopping by her friend Jeanne’s house for an hour, she
decided to visit some of her favorite spots. First, she went to the dollar store
on Main Street, where she used to find fun things like beads or markers. Then,
she headed for the bakery. Suddenly, she saw Simone crossing the street
coming toward her. Lauren was nervous. She and Simone did not get along.
Name Date
Writing: Summary
Assess
A Read the passage and the summary that follows. Then, answer the questions.
Passage:
“I’ve never been on a cooking show before,” said Ursula Parkinson. “I
hope I remember what to say!” But there was no need for Ursula to worry.
She smiled as she entered the studio, shaking hands with the host, Gary
Watson, and his co-host, Dale McGyver. Then she took her position behind
the counter, and it was just like being in her own kitchen. Within minutes, she
had the audience in the palm of her hands as she showed how to make her
special recipe for extra-crispy fried chicken.
Summary:
Ursula Parkinson was nervous about appearing on a television cooking
show, but she calmed down almost immediately. She did a great job of
showing the audience how to make fried chicken.
1. Which characters are included in the passage but not in the summary?
2. What is the most important event in the passage?
3. Is this event also told in the summary?
B Read the passage. Then, write a summary of the passage.
Since September, Dean had been having a rough time in his math class.
No matter how much homework he did, he could not understand word
problems. His teacher, Ms. Garrison, took him aside in October to offer him
some extra help. Finally, by December, he seemed to be catching on to Ms.
Garrison’s strategy for figuring out word problems. By June, Dean was a star
in the class, able to help others. Ms. Garrison was proud of him, and he was
proud of himself.
Summary:
Name Date
Writing: Letter
Practice
A letter is a written communication from one person to another. It includes a
heading, greeting, body, closing, and signature. There are two main types of
letters:
A friendly letter is written to someone with whom the writer wants to
communicate in a personal, informal way.
A business letter is written for a formal purpose. A letter to a company
requesting product information is an example of a business letter. Unlike
a friendly letter, a business letter always includes the address of the
person to whom it is being sent, called the inside address.
You can write a friendly letter to someone you do not know or do not know
well. The less well you know the person, the more respectful and the more
formal your style needs to be.
Read the example. Then, complete the activities that follow.

6 Major Drive
HEADING
Flint, KY 01010
DATE October 14
Dear Uncle Roy, GREETING
Congratulations on opening your new store! That is terrific news. I
hope it is a great success. How is everyone doing in Connecticut? We
BODY hope to get a chance to visit soon. Give my love to Aunt Mary. Pet the
dogs for me, too!
Love, CLOSING
Adam SIGNATURE
1. Is this an example of a friendly letter or a business letter?
2. Circle the item that is not an example of a friendly letter.
A. a letter to a pen pal in another country

B. a letter to a company asking for a replacement part for a camera
3. List two people to whom you might send a friendly letter.
4. List two topics you might discuss in a letter to one of the people on your list.
Name Date
Writing: Letter
Assess
Complete the activities below.
1. Name a person to whom you might send a letter, either a friendly letter or a
business letter.
2. List two topics you might discuss in a letter to that person.
3. Fill in the lines below to draft your letter. If you are writing a business
letter, use a polite, formal style. Also, make sure to include an inside
address—the address of the person to whom you are writing. If you are
writing a friendly letter, you can use a more relaxed style. Do not include
an inside address.
HEADING
DATE
INSIDE ADDRESS
GREETING
BODY
CLOSING
SIGNATURE
Name Date
Reading: Compare and Contrast

Practice
When you compare two people or things, you tell how they are alike. When
you contrast two people or things, you tell how they are different. When you
compare and contrast two characters, you look for similarities in these
categories:
appearance and personal qualities—what each character is like. For
example, one character might be weak while the other is strong.
background—what each character’s life has been like. For example, one
character might come from a rich family while the other comes from a
poor family.
actions—what each character does. For example, one character might go
to college while the other goes to work in a local factory.
motives—the reasons the character has for doing things. For example,
one character might want to have a lot of money. The other character
might want to help others.
outcome—what happens to each character. For example, one character
might end up winning while the other character loses.
Sample Comparison: Both John and Tom are wearing fancy suits. (Similarity
in appearance)
Sample Contrast: John is planning to go to a job interview, while Tom is
dressed up to impress his friends. (Difference in motives)
Read each item about John and Tom. Then, explain what similarity or difference between
them is shown in the item. Finally, circle the category of the similarity or difference you
wrote about.
1. John: has black hair and brown eyes

Tom: has black hair and brown eyes
appearance/personality background actions motives outcome
2. John: wants to become a doctor to earn a lot of money

Tom: wants to become a doctor to help sick people get better
Name Date

Assess
Read each item about Paula and Susan. Then, explain what similarity or difference
between them is shown in the item. Finally, circle the category of the similarity or
difference you wrote about.
1. Paula: wants to make friends with the popular students at school

Susan: wants to win the school essay contest
2. Paula: teases the less popular students at school in order to try to impress
the more popular students
Susan: defends the less popular students from Paula’s teasing
3. Paula: realizes that her teasing is the wrong way to make friends and stops it
Susan: realizes that Paula has changed and becomes friends with her
4. Paula: is happy because she has found a friend who likes her for who she is
Susan: is happy when she wins first prize in the school essay contest
Name Date
Reading: Evaluate Evidence

Practice
When you read informational and persuasive articles, it is important to judge
the information being presented. In both types of texts, authors provide
evidence to support their main ideas. In order to evaluate evidence, you
determine how adequate and appropriate it is. Use the following checklist to
evaluate the author’s evidence:
Does the author provide concrete evidence, such as facts, statistics, and
expert opinions?
Does the author identify the sources of his or her evidence?
Can the author’s evidence be verified?
Does the author’s evidence logically support his or her ideas?
Heavy backpacks put the health of children and teens at risk. Over half of
the young people who carry heavy backpacks to school suffer back pain. A U.S.
Consumer Product Safety Commission report tends to support this finding. It
states that each year emergency rooms see over 6,500 young people with
injuries from heavy backpacks. Dr. Kevin Donovan, an expert in the field, warns
that some of these back injuries can last a lifetime. The problem has become
widespread. But what can be done? Some people believe that schools must
find ways to reduce the weight of a student’s backpack. Others say that it is up
to parents to make sure that their child’s backpack is not too heavy.
1. What is the author’s main idea?
2. What evidence does the author use to support the main idea? Are the
sources identified?
3. Can the evidence be verified? If so, in what way?
4. Does the author’s evidence logically support the main idea? Why or why not?
Name Date
Reading: Evaluate Evidence

Assess
School cafeterias should offer healthier food. In the United States, at least
one child in five is overweight, and the number of overweight children
continues to grow. Overweight children are at risk for health problems like
heart disease and joint pain. They also suffer from low self-esteem and
teasing. Then why do schools still sell unhealthy foods? One reason is that
people believe that students will not buy healthy meals. This is not true. One
study found that school lunch sales did not drop when healthier meals were
served. Another reason that schools shy away from healthy meals is that they
cost more to make. Concerns about money are not that important. What is
important is the nutrition of the nation’s youth.
1. What is the author’s main idea?
2. What evidence does the author use to support the main idea? Are the
sources identified?
3. Can the evidence be verified? If so, in what way?
4. Does the author’s evidence logically support the main idea? Why or why not?
Name Date
Literary Analysis: Stage Directions

Practice
Stage directions are used in a drama to show how the characters move and
speak. They help readers picture the action, the sounds, and the scenery.
Stage directions are usually printed in italics and put in brackets:
[It is evening. GEORGE and MARTHA are in their living room, getting ready
to go to an important awards dinner.]
The stage directions explain that the characters are George and Martha, the
setting is their living room, and they are getting ready for an awards dinner.
Read the passage that follows. Then, answer the questions.
[It is evening. GEORGE and MARTHA are in their living room, getting ready
to go to an important awards dinner. We hear a clock strike seven times. She
is trying to straighten his tie as he fusses.]
GEORGE [in a panic]: Martha, where is my hat? You know I can’t go to an
awards dinner without my top hat!
MARTHA [calmly]: Now, George. I know you’re excited. But look in the
mirror!
[GEORGE looks in the mirror. He laughs at himself as he sees that the hat is
on his head.]
1. Explain why scenery showing a forest would not be used in this scene.
2. What are some ways that George might move, based on the stage directions?
3. What sounds should the audience hear, in addition to the characters’ words?
Name Date
Literary Analysis: Stage Directions

Assess
A Read the following scene. Then, answer the questions.
[It is April. The sun is shining brightly, and the songs of birds fill the air.
SALLY ANNE DOWNING skips happily onstage.]
SALLY ANNE [almost singing]: I can’t wait until tomorrow! It’s my tenth
birthday, and I know just what I’m getting!
[Her brother JOSEPH enters, carrying a big box. He is struggling because it
is very heavy. He does not see SALLY ANNE at first.]
JOSEPH [surprised]: Whoops! I mean, hey, Sally Anne! What’s up?
SALLY ANNE: Why, nothing at all. And what might be in that box, brother?
1. Why would scenery showing a dark basement not be used in this scene?
2. How will Joseph move when he enters?
3. What sounds should the audience hear, besides the characters’ words?
B Read this scene. Then, answer the questions.
[JASON is lying in his bedroom. He is listening to music on his CD player.

Suddenly he sits up, hearing tiny sounds on his window.]
JASON [looking outside] Hey! Why are you throwing pebbles at my window?
UTON [calling from offstage]: Hey, man, get out of bed! The Blue Bruins are
downtown—and they’re signing autographs and giving away basketballs!
Hurry up before we miss everything!
[JASON runs offstage and then returns.]
JASON [grabbing his sneakers and yelling]: Hold on a minute. I forgot my shoes!
1. How does Jason move at the end of this scene?
2. What additional sounds does the audience hear, besides the dialogue?
Name Date
Vocabulary: Prefix trans-

Practice
A prefix is a letter or group of letters added to the beginning of a word or word
part to form a new word. The prefix trans- can mean “across” or “through.” It
appears in these words:
transfix make unable to move, as if pierced through

transcontinental going from one side of a continent to the other
A Choose the word with the prefix trans- that best completes each sentence below. Write
the word on the line provided.
transact transatlantic transfer
1. Bees pollen from one flower to another.
2. I have business to in the city.
3. Charles Lindbergh made his famous flight in the Spirit

of St. Louis.
B Match each word with its meaning. Write the letter of the correct answer.
1. transit A. pass along
2. transition B. travel across
3. transmit C. change
C Rewrite each sentence so that the underlined word is used logically and correctly.
1. You would need a translation of a book in a language that is familiar to you.
2. If you transport something, it stays where it is.
3. If someone’s fame is transitory, it will last forever.
Name Date
Vocabulary: Prefix trans-

Assess
A Match each question with its answer. Write the letter of the correct answer.
1. What can someone transgress? A. a train
2. What is a means of transportation? B. a Latin poem
3. What might you translate? C. a law
transfixed transpired transverse
1. Those crosswise beams help support the building.
2. Have you ever seen a deer made motionless by the headlights of a car?
3. What took place while I was gone?
C Write T if the statement is true or F if the statement is false. Then, explain your answer.
1. Mosquitoes can transmit diseases.
2. If you made a transcontinental flight, you left the continent.
3. If your motives are transparent, it is likely that nobody is aware of them.
Name Date
Grammar: Gerunds and Gerund Phrases

Practice
A gerund is a verb form ending in -ing that acts as a noun. It names an action
or an event. A gerund phrase is a group of words containing a gerund and its
modifiers, object, or other words that relate to it.
Gerund: Swimming is my favorite activity. I always enjoy swimming.
Gerund Phrase: Swimming every day is a regular activity.
To tell whether words are part of a gerund phrase, ask yourself whether they
tell more about the activity or event named by the gerund. If they do, then
they are part of the phrase.
I enjoy swimming fast. (Fast tells how the swimming is done.)
I like eating hot dogs. (Hot dogs tells what the narrator likes eating.)
I do not like hiking in the woods. (In the woods tells where the hiking is done.)
Create a gerund by adding -ing to each verb below. Then, write a sentence that includes a
gerund phrase. Underline the gerund phrase in your sentence.
1. work
2. drive
3. eat
4. sleep
5. practice
Name Date
Grammar: Gerunds and Gerund Phrases

Assess
A Underline the gerund or gerund phrase in each sentence.
1. Drinking large amounts of water helps people stay healthy.
2. His favorite hobby is raising puppies.
3. His favorite sport is skiing.
4. Nothing can be gained by choosing sides.
5. He talked about collecting stamps.
6. Talking is not permitted here.
7. Insulating older homes helps conserve energy.
8. Tourists at the Acropolis are warned about taking stones for souvenirs.
9. Traveling by air is the fastest way to get there.
10. My plans for vacation include redecorating my room.
B Use each of the gerund phrases in an original sentence.
1. driving too fast
2. exercising in the morning
3. collecting stamps and coins
4. cleaning her room thoroughly
5. raising animals
Name Date
Grammar: Combining Sentences for Variety

Practice
To add variety to your writing, use phrases to combine short, choppy
sentences.
Type of Phrase Example

Prepositional phrase: a preposition, the noun The cat raced down the stairs.
that follows it, and other related words
Participial phrase: a phrase beginning with the The man running well is a pro.
-ing or -ed form of a verb, used to describe a
person, place, or thing
Gerund phrase: a phrase beginning with the I enjoy reading newspapers.
-ing form of a verb, used as a noun
These examples show how to use phrases to combine sentences.

Separate: The family lives across the street. They just adopted two children.
Combined: The family across the street just adopted two children.
(prepositional phrase)
Separate: The librarian answered our question. He was whispering in low
tones.
Combined: Whispering in low tones, the librarian answered our question.
(participial phrase)
Separate: Don’t order beef. It would be a mistake.
Combined: Ordering beef would be a mistake. (gerund phrase)
Combine each pair of sentences into a single sentence by turning one sentence into a
phrase.
1. The doctor was examining Robert. He made a diagnosis.
2. The house is near the top of the hill. It has been sold.
3. The goalie darted to the left. He almost blocked the goal.
Name Date
Grammar: Combining Sentences for Variety

Assess
A Combine each pair of sentences into a single sentence, using a prepositional phrase. The
first item has been completed for you.
1. Our soccer team won the game. When the team won, it was the last minute
of play.
Our soccer team won in the last minute of play.
2. They have a house in the mountains. It is spectacular.
3. I walked to the store. The store is down the street.
B Combine the sentences into a single sentence, using a participial phrase. The first item
has been completed for you.
1. Todd was running rapidly. He won the race.
Running rapidly, Todd won the race.
2. I was looking around the room. I noticed something was missing.
3. The wrestler was starving after his workout. He ate a whole pizza.
C Combine each pair of sentences into a single sentence, using a gerund phrase. The first
item has been completed for you.
1. We were driving along the mountain road. It was a frightening experience.
Driving along the mountain road was a frightening experience.
2. We were picking pumpkins at the farm. I liked it.
3. George plays chess. He is good at it.
Name Date
Spelling: Syllables with No Sound Clues

Practice
Syllables are word parts that are pronounced as separate sounds. The schwa
sound is a vowel sound that sounds like “uh.” You use this sound in
unstressed syllables in words with several syllables.
Examples:
com pút er (the unstressed syllable with the schwa sound is com, pronounced
“cuhm”)
ı́r ri tate (the unstressed syllable with the schwa sound is ri, pronounced “ruh”)
The schwa sound can be spelled using almost any vowel, so it can difficult to
spell words that use this sound. Here are some words that use the schwa
sound:
apologize calendar envelope hospital separate

cabinet courageous gasoline opposite syllable
A Break each word into syllables. Then, circle the unstressed syllable that is pronounced
with the schwa sound. You may use a dictionary to help you.
Example: opposite op po site
1. separate 4. calendar
2. cabinet 5. gasoline
3. envelope 6. syllable
B Choose the word that is spelled correctly.
1. A. couragus 2. A. apolugize 3. A. hospital

B. curageious B. apologize B. hospitul
C. coragious C. apolagize C. hospitel
D. courageous D. apoligize D. hospitle
Name Date
Spelling: Syllables with No Sound Clues

Assess
A Some of the words below are misspelled. Spell these words correctly on the lines. If a
word is not misspelled, write correct on the line.
1. oppusite 4. cabinet
2. hospetil 5. apolagize
3. gasoline 6. envilope
B Write the letter of the word that is spelled correctly.
1. My º has kittens on it because cats are my favorite animals.

A. calender
B. calander
C. calendar
D. calunder
2. Mom says to the light laundry from the dark laundry.

A. seperit
B. separate
C. seperate
D. sepurate
3. Firefighters are very people because they face great danger.

A. cuhragius
B. curageous
C. couragius
D. courageous
4. There is just one in the word run.

A. syllable
B. syllible
C. sylluble
D. sylleble
Name Date
Writing: Review
Practice
A review is a response in which you state your opinion about a work of
literature. Positive or negative opinions in your review must be supported by
details. Reviews also include a summary of the most important parts of a work
of literature, such as its theme, the characters, and the basic plot.
Key Ingredients in a Review

Positive or Negative Support for the
Summary Opinion Opinion
Information about theme, A clear statement of the Details that show why
characters, and plot reviewer’s response the opinion is valid
A Read the following review. Then, answer the questions.
Far Away From Home: A Book Review by Jamie Kellner

I found Far Away From Home to be one of the most moving books I have
ever read. The narrator of Far Away From Home, Abby Kane, is a young
woman who has just graduated college and moved away from home, seeking
her independence. She learns that jumping out of the secure nest of family
and friends is not easy. Readers will identify with Abby’s experiences alone in
a new city. She struggles to find a job and pay her rent. The author also gives
readers a feeling of hope as Abby begins to discover her inner strength and
settle into a new life. I highly recommend this book, especially to young
people who find themselves in a situation like Abby’s.
1. What important information about the subject of the book is included in the
review?
2. What is the reviewer’s overall opinion of the book?
3. What is one detail the reviewer uses to support her opinion?
B Think of a book or a play that you have recently read. On a separate sheet of paper, write
a brief review. Include a summary of the most important parts of the work, such as its
theme (or message), the characters, and the basic plot. Include details that support your
opinion about the book or play.
Name Date
Writing: Review
Assess
A Read the review. Then, answer the questions below.
Last Year We Adopted an Elephant: A Movie Review by Ryan Kris

I’m sorry to say that the most amusing thing about this movie is its title.
The story starts out in Africa, with an American family on a safari vacation.
They decide to adopt an elephant and bring it home. What could be a wild
adventure back in the suburbs is, unfortunately, all too predictable. The
elephant, Mandy, gets into the family’s supply of peanuts and makes a mess.
Mandy also has a few run-ins with the laundry that hangs in the backyard.
This film could have been great if the people who wrote it had more
original ideas. Also, the acting could have been improved. The only likable
character is the elephant, and she doesn’t get any lines!
1. What important information about the subject of the movie is included in
the review?
2. What is the reviewer’s overall opinion of the movie he saw?
3. What is a detail that supports the reviewer’s opinion?
B Think of a television show or a movie you have seen that you feel strongly about. Write a
review that includes a summary of the most important parts of the television show or
movie, such as its theme, the characters, and the basic plot. Include details that support
your opinion about the show or movie.
Name Date
Writing: Cause-and-Effect Essay

Practice
A cause is the reason something happens. An effect is the event or situation
that a cause leads to. A cause-and-effect essay explains the reason for
something that has happened, or explains the results of an event. Cause-and-
effect essays should include these elements:
Thesis statement: A sentence or two summing up the causes and effects
of a situation
Supporting details: Facts supporting the thesis statement
Organizational pattern: Presenting causes and their effects in logical order
Transitions: Words, such as because or as a result of, that show the
connections between events or ideas
A Respond to each item.
1. Write one possible cause for each effect listed.
Effect: A character in a short story feels lonely.
Possible cause:
Effect: In 1773, American colonists are angry with the British.
Possible cause:
2. Write one possible effect for each cause listed.
Cause: People forget to turn off lights and computers when they are done
using them.
Possible effect:
Cause: A character in a play loses the only copy of a treasure map.
Possible effect:
B On a separate sheet of paper or the back of this page, write a brief cause-and-effect
essay about a personal experience. Begin with a thesis statement that introduces the
cause and effect, and then add details to support your thesis. Present at least some of the
causes and effects with transitions such as because, or as a result of.
Name Date
Writing: Cause-and-Effect Essay

Assess
A Read the cause-and-effect essay. Then, answer the questions.
Today’s weather has set a new record. Local newscaster Darnell Johnson
reported that he has not seen a rainstorm like this during the past ten years.
Several inches of rain fell during the morning hours, and the afternoon saw
no relief.
As a result of the rains, drivers are warned to watch out for low-lying
roadways. Flash floods may take place. School has been cancelled for
tomorrow, since several of the school buildings are experiencing flooding in
their basements.
1. What is the thesis of the essay?
2. Give an example of a cause.
3. Give an example of an effect.
4. Which detail supports the thesis statement?
B Use the graphic organizer to help you select a topic for a cause-and-effect essay about an
event related to the weather. Think of causes and effects that can be connected to each
other. Then, on a separate sheet of paper, write a brief cause-and-effect essay. Organize
the causes and effects with transitions such as because or as a result of.
What is a cause of Which ideas are Which of these related

? connected to my topic? ideas are causes?
What are the results of
?
Which ideas are effects?
Name Date
Reading: Cause and Effect

Practice
Cause and effect describes a relationship that happens both in literature and
in real life. A cause is an event or action that makes a result happen. The
result is called an effect. Sometimes an effect can make other events happen,
so it becomes a cause. There can also be more than one cause for an effect.
Look for words and phrases that signal cause-and-effect relationships, such
as because, so, since, and as a result.
Notice that there is one cause below, but each effect causes another effect.
The snowstorm caused 10 inches of snow to fall. The 10 inches of snow
caused Ms. Kay’s car to get stuck. Because her car was stuck, she could not
go to work.
Cause: There Effect: We Effect: Ms. Effect: She

was a got 10 inches Kay’s car was could not go
snowstorm. of snow. stuck in the to work.
garage.
A Identify the causes and effects in the following sentences. Draw a circle around each
cause. Underline each effect.
1. Ingrid missed getting her homework from school because she was out sick.
2. Ricki was so upset about her lost dog that she dropped her glass of milk.
3. As a result of our class’s hard work, we collected hundreds of bottles to

recycle.
B Read the paragraph. Then list two causes and an effect for each one.
Cinderella was having a lovely time at the dance, but the clock started to
strike twelve, so she knew she had to leave. She ran down the palace stairs in
such a hurry that one of her glass slippers fell off her foot. She had no time to
stop, so she had to leave without it. As she ran, she heard the clock strike a
final time. Her beautiful gown began to change back into rags.
1. Cause 1:
2. Effect 1:
3. Cause 2:
4. Effect 2:
Name Date
Reading: Cause and Effect

Assess
A Identify the causes and effects in the following sentences. Draw a circle around the
causes. Underline the effects.
1. As a result of his careful preparation, Jon’s cake was delicious.
2. Because he was almost twelve years old, Nathan was able to help take care
of his little brother.
3. The rain was coming down hard, so I decided to wait inside for the bus.
4. Mr. Jamison was angry with himself because he forgot to buy bread at the
grocery store.
5. Harry and Sam had been friends since first grade, so they decided to build
a treehouse together.
6. Since the ice on the pond was solid, we knew we could go ice-skating.
7. Barney had a coupon for two free games of bowling, so he took one of his
friends with him.
8. Amanda hated winter and decided it was time to move to Florida.
B Read the paragraph. Then, list two causes and an effect of each one.
When Hansel and Gretel took a walk in the woods, they knew they might
get lost, so they decided to leave bread crumbs on the ground behind them
so they could find their way home. However, birds ate the bread crumbs, so
they could not find the path that led out of the forest. They became
frightened. Then they saw a friendly-looking house made of candy and
gingerbread, and they felt better. They went to the house and started to eat
it, enjoying every single bite.
1. Cause 1:
2. Effect 1:
3. Cause 2:
4. Effect 2:
Name Date
Reading: Creating Outlines

Practice
An outline is an organized list of main ideas and significant details. When you
create an outline, you must identify and focus on the most important ideas and
supporting details in a text. The process of outlining helps you to understand
the text and to clarify its meaning. Here is a typical outline format:
TITLE
I. Main idea
A. Important supporting idea
B. Important supporting idea
1. Detail
2. Detail
II. Main idea
Read the passage. Then, fill in the missing sections of the outline. Write your answers on
the lines provided.
Some animals are able to take care of themselves from birth on, but this is
not true of mammals. The babies of mammals are not well equipped to be
on their own. Many mammals, such as mice and rabbits, are born either blind
or with very poor eyesight. Such young animals are unable to protect
themselves. Without their parents, they would fall victim to enemies or to
hazards in their environment. In addition, they must depend on their mothers
for food since they are hardly able to find their own. Many mammals are also
born without hair, so they also need to be near their parents for warmth. They
also stay near their parents for comfort because their bare skin is sensitive.
Title:
I. Born blind or with poor eyesight
A. Unable to protect themselves
1. ________________________________________________________________________________
2. From hazards in their environment
B. Depend on mothers for food
II. ___________________________________________________________________________
A. Stay near parents for warmth
B. ___________________________________________________________________________________
Name Date
Reading: Creating Outlines

Assess
A Write the letter of the correct choice for each question.
1. Which of the following is the best definition of an outline?

A. a random list of main ideas and supporting details
B. a list starting with details and progressing to main ideas
C. an organized list of main ideas and significant details
D. a list of all information given in a selection
2. Which of the following are labeled with Roman numerals on an outline?

A. important supporting ideas C. details
B. main ideas D. titles
B Read the passage. Then, fill in the missing sections of the outline. Write your answers on
the lines provided.
The human body is made of up different systems. Each of these systems

has a purpose. The circulatory and respiratory systems both do important
jobs. The circulatory system is your body’s delivery system. Its first job is to
pump blood from the heart to deliver oxygen and nutrients to every part of
the body. On the return trip, the blood picks up waste products and carries
them to the bladder so you can get rid of them. The respiratory system
controls the movement of air into and out of the body. It allows you to
breathe oxygen into your lungs. This system then lets you breathe out certain
wastes, such as water and carbon dioxide.
The Circulatory and Respiratory Systems
I. ______________________________________________________________________________________
A. Delivers oxygen and nutrients to every part of the body
B. ___________________________________________________________________________________
II. The respiratory system controls the movement of air into and out of the body.
A. ___________________________________________________________________________________
B. Lets you breathe out certain wastes

1. Water
2. ________________________________________________________________________________
Name Date
Literary Analysis: Fables and Folk Tales

Practice
Fables and folk tales are stories. Fables teach a simple lesson, known as a
moral. Fables often feature animal characters that act almost human. Folk
tales are stories that involve adventure, heroes or heroines, magic, and
lessons about good and evil.
Fable Folk Tale

Has a lesson known as a moral Involves an adventure
Features animals that act human Has heroes or heroines
Involves magic
Has lessons about good and evil
A Read the following fable. Then, answer the questions.
One summer day, Grasshopper was singing to his heart’s content. Ant
passed by, carrying a heavy ear of corn to his nest.
“Why not enjoy life,” said Grasshopper, “instead of working so hard?”
“I am saving food for the winter,” said Ant, “and you should, too.”
When the winter came, Grasshopper had no food and was dying of
hunger, while all of the ants ate the corn and grain they had collected during
the summer. Grasshopper’s lack of planning was the end of him.
1. Who are the main characters in this fable?
2. What is the moral of the fable?
B The following passage is the beginning of a folk tale. Read it. Then, answer the questions.
A young woman went searching for her husband. He had gone on a long
hunting trip and had not returned. She paddled her canoe into rough waters,
and it hurtled toward a great waterfall. But Heno, the god of thunder, caught
the young woman in his arms and carried her to his home beneath the
pounding water.
1. What is adventurous about the folk tale?
2. What elements of magic are in the folk tale?
Name Date
Literary Analysis: Fables and Folk Tales

Assess
A Read the following fable. Then, answer the questions.
The Hare bragged about his great speed. “I always win the races I run! I
challenge anyone to try to beat me.”
The Tortoise said quietly, “I accept your challenge.”
The great race began, and the other animals cheered. The Hare darted off
immediately. He ran so far ahead of the Tortoise that he decided to lie down
and nap. The Tortoise kept on going at his own slow pace. When the Hare
finally awakened, he realized that he had slept too long. The Tortoise was
crossing the finish line.
1. Who are the main characters in this fable?
2. How would you describe the good or bad qualities of each character?
3. What is the moral of the fable?
B The following passage is the beginning of a folk tale. Read it. Then, answer the questions.
Long ago there lived a woodcutter and his wife. One morning the wife
saw a peach in the river and brought it home. Just as she gave her husband
the peach, it split in two, and out came a beautiful baby. The couple named
him Pit and raised him as their own son. He grew up to be strong and brave.
When the evil ogres threatened to raid his parents’ village, Pit decided to
stop them.
1. What is adventurous about the folk tale?
2. What qualities do the main characters possess?
3. What elements of magic does the folk tale contain?
Name Date
Literary Analysis: Myths

Practice
Myths are stories that describe the actions of ancient heroes and gods. Every
culture has myths that tell interesting tales, explain events, teach lessons,
and express values.
Characters Natural events

are heroic. are explained.
Features
of Myths
Lessons Values
are taught. are expressed.
Answer the question that follows each sentence below.
1. A myth describes a young man named Legardo, who enters the cave of a
fire-breathing dragon.
Why is Legardo a hero?
2. The people of the valley fear the dragon because the monster has prevented
the rains from falling for three months.
What characteristic of a myth is shown in this statement?
3. Legardo is willing to risk his life to defeat the dragon so that his people
might be saved.
What value is expressed in this statement?
4. Years later, the people of the valley tell stories about Legardo’s great deeds.
What lesson is taught by this myth?
Name Date
Literary Analysis: Myths

Assess
A Answer the question that follows each sentence below.
1. A myth describes a young woman named Persia who has been permitted to
go into the realm of the gods because of her great skill with a knife.
2. Persia is able to use her knife to slice through great tree trunks to create
wood for fire.
3. Persia enjoys being among the gods, but her heart is in pain, because she
had to leave her family behind her.
What value is expressed in this statement?
4. Stories are told by Persia’s family about how she was willing to leave her
home so that there would be enough heat and cooking fuel in her village.
What lesson is taught by this myth?
B Read the myth below. Describe at least two elements that help you know that the story is a
myth.
In the forest lived a young man named Mun, who befriended animals and all
living things. He spoke their language, and they understood him.
One day, a gigantic beast charged into the forest, crushing branches and small
trees beneath him. Mun heard the cries of the branches as they were ripped and
torn. He rushed to the other forest creatures and asked for their help.
Together, Mun and the forest creatures threw so many rocks at the beast
that he turned and ran away. Then Mun and his friends blocked off the
forest’s entrance with large boulders to keep other invaders out.
Name Date
Literary Analysis: Fantasy

Practice
Fantasy is writing in which the writer uses his or her imagination to introduce
characters, situations, or events that cannot exist or occur in real life. Many
fantastic stories contain some realistic elements.
Sample Fantasy This morning, space aliens speaking English dropped by for
a barbecue. After everyone ate, we all played a game of catch. Then we sat
together to watch the the stars as they appeared in the morning sky.
Elements of Fantasy Not Found in Real Life
space aliens speaking English
stars appearing in the sky in the morning
Elements of Fantasy Found in Real Life
characters having a barbecue
characters playing catch and sitting together
A Write Fantasy in the blank before each item that describes a situation in a work of
literature that is not found in real life. Write Reality in the blank before each item that
describes a situation that is found in real life.
1. A character is named Barnaby the Talking Dog.
2. A character is named Barnaby Smith.
3. A narrator travels back in time and talks to Abraham

Lincoln.
4. A writer describes the presidency of Abraham Lincoln.
B Read this story. Then, list at least two elements of fantasy and two elements of reality.
Think of actions, characters, events, and situations that seem either unreal or real.
I knew as soon as I entered the room that something was different. It

wasn’t the walls made of cheese, the cotton-candy pillows, or the
gingerbread man sitting at the kitchen table. No, it was Marie—for some
reason, she was angry with me.
Elements of Fantasy:
Elements of Reality:
Name Date

Assess
A Write Fantasy in the blank before each item that describes a situation in a story that would
not be found in real life. Write Reality in the blank before each item that describes a
situation in a story that may be found in real life.
1. Two characters are astronauts who take a trip to the

moon.
2. Two characters are brothers who take a vacation on

the moon.
3. A narrator tells of her experiences studying gorillas

and monkeys in the African jungle.
4. A narrator tells of her experiences studying gorillas

and monkeys that can sing songs from a famous opera.
5. Two characters, a king and a queen, tell all of the

people in their country that the next day will be a special holiday for
everyone.
6. Two characters, a king and a queen, tell all of the

people in their country that the next day the moon will turn blue for twelve
hours.
7. A man discovers he can fly.
8. A man discovers a new medicine.
B Read the story below. Then, list an element of fantasy and an element of reality. Think of
actions, characters, events, and situations that seem either unreal or real.
Yesterday, I poured several buckets of cold water onto my kitchen floor

and opened all the windows. I put on my blue ice skates and waited while
the water froze. Then I skated all around my kitchen, gliding from one side to
another. When I got tired of skating, I went outside for a walk.
Element of Fantasy:
Element of Reality:
Name Date
Vocabulary: Suffixes -ible, -ous; Word Roots

-splend-, -pen-
Practice
word with a slightly different meaning. A root is the basic unit of the meaning
of a word.
Suffix or Root Meaning Words with Suffix

or Root
-ible [suffix] “tending to” or “capable of” possible, visible
-ous [suffix] “having,” “full of,” or mischievous,
“characterized by” victorious
-splend- [root] “to shine” splendor, splendid
-pen- [root] “punishment” or “pain” penalty, repent
1. The for speeding is usually a fine.
2. After winning the championship, the team celebrated.
3. The shore was barely through the dense fog.

4. A peacock’s tail has a display of colors.
resplendent penance perilous incredible penal porous
Suffix Meaning Suffix Meaning Root Meaning Root Meaning

“tending to” or “having,” “full of,” “to shine” “punishment”
“capable of” or “characterized by” or “pain”
Name Date
Vocabulary: Suffixes -ible, -ous; Word Roots

-splend-, -pen-
Assess
A Write the letter of the answer choice that is most nearly the same in meaning to the word
in CAPITAL letters.
1. PENALIZE
A. reward B. punish C. claim D. deny
2. FLEXIBLE
A. firm B. stubborn C. unadaptable D. stretchable
3. SUSPICIOUS
A. doubtful B. aware C. unconcerned D. trusting
4. SPLENDENT
A. gloomy B. frightening C. shining D. risky
B Write the letter of the word or phrase that could be substituted for the italicized word in
each sentence.
1. The sun set in golden splendor. A. hard-working
2. The industrious student gets good grades. B. wise
3. Saving money is sensible. C. apologized
4. After the fight, she repented. D. brilliance
C Write T if the statement is true or F if the statement is false. Then, explain your answer.
1. If you receive a penalty, you should expect a big reward.
2. If an actor receives thunderous applause, then the audience did not like his
performance.
3. The food you order at a restaurant should be edible.
4. If you did splendidly on a test, then you need to study harder.
Name Date
Grammar: Independent and Subordinate Clauses

Practice
A clause is a group of words that has a subject and a verb. An independent
clause has a subject and a verb, expresses a complete thought, and can stand
by itself as a complete sentence. A subordinate clause has a subject and a
verb but cannot stand by itself as a sentence because it does not express a
complete thought. Some words that introduce subordinate clauses include
after, as, because, before, if, since, that, until, where, which, and who.
In the following examples, each subject is underlined once, and each verb is
underlined twice.
Independent Clause: The sun rises in the morning. [complete thought]
Subordinate Clause: as soon as the sun rises [incomplete thought]
A sentence can have both an independent clause and a subordinate clause.
Subordinate Clause Independent Clause
As soon as the sun rises, we will head for the river.
Identify each word group by writing IND for independent clause, SUB for subordinate
clause, or NC for not a clause.
1. she has learned an important lesson
2. people at the health-food store
3. since the children were feeling sad
4. if the play starts on time
5. the tigers look ferocious
6. for waiting too long
7. Melissa graduated from college today
8. which makes a delicious salad
9. when the actor forgot his next line
10. along the back road to our house
Name Date
Grammar: Independent and Subordinate Clauses

Assess
A Identify each underlined clause by writing IND for independent clause or SUB for
subordinate clause.
1. After we left the sandwich shop, we went to the park.
2. Until Mark moved to Tampa, he and I were best friends.
3. Richard tripped as he stepped onto the uneven pavement.
4. We will learn the two-step, which is a fun dance.
5. The youth chorus will perform this evening.
B Underline the clause that is the type indicated in parentheses.
1. You will see warning lights if there is fog on the mountain. (independent)
2. We put together a skit that tells the history of our state. (subordinate)
3. The science experiment was confusing. (independent)
4. When intermission was over, the audience took their seats. (subordinate)
5. Because we were tired, we did not go shopping last night. (independent)
C Add an independent clause to each subordinate clause to make a complete sentence.
Example The crowd filed out slowly when the game was over.
1. where he had found the stray kitten.
2. Although she missed band practice, .
3. because the day was clear and bright.
4. that Martin sent me yesterday.
5. If I were the mayor, .
Name Date
Grammar: Simple, Compound, and Complex Sentences
Practice
A simple sentence consists of a single independent clause. A simple sentence
may have a compound subject or a compound verb or both. In the following
examples, the subjects are underlined once and the verbs twice.
The dog woke me up.
Hannah and Fred will go to Peru. [compound subject]
David mowed the lawn and swept the sidewalk. [compound verb]
A compound sentence consists of two or more independent clauses. The
independent clauses are usually joined by a comma and a coordinating
conjunction, such as and, but, or, or so. They can also be joined by a
semicolon ( ; ).
Joe can practice his violin, or he can do his chores.
Julia cleaned the living room, Nancy made the snacks, and I got the
decorations.
Ed is a good artist; he can sketch almost anything well.
A complex sentence consists of one independent clause and one or more
subordinate clauses.
Because she studies, my sister gets good grades. [The independent clause is
my sister gets good grades. The subordinate clause is because she studies.]
Tim is playing baseball, which is his favorite sport. [The independent clause is
Tim is playing baseball. The subordinate clause is which is his favorite sport.]
Classify each sentence as simple, compound, or complex.
1. Pat cooked the dinner, Bob set the table, and Chris
washed the dishes.
2. Everyone rushed into the gym.
3. We stepped outside and breathed in the fresh air.
4. The sweater shrank when I washed it.
5. Our dance team works hard; we rehearse four nights a

week.
Name Date
Grammar: Simple, Compound, and Complex Sentences
Assess
A Classify each sentence as simple, compound, or complex.
1. All the team members stretched and did their drills.
2. The game was delayed because the field was wet.
3. Mother will be home late tonight; she is running

errands.
4. The rain pelted the windows, the wind howled, and the
thunder rumbled.
5. Mr. Han planted daffodils in his front yard.
6. We had some heavy rains, which caused flooding.
7. The referee blew the whistle, but the players did not
hear it.
B Rewrite each pair of sentences according to the directions in parentheses.
Example We bought food and supplies. Kim and I brought the puppy home.
(Rewrite as a complex sentence. Begin the first clause with After.)
After we bought food and supplies, Kim and I brought the puppy home.
1. The children gathered around. The librarian read them a story. (Rewrite as
a compound sentence. Use the conjunction and.)
2. The bike store had a big sale. We all bought new helmets. (Rewrite as a
complex sentence. Begin the first clause with When.)
3. The band played four songs. I did not like any of them. (Rewrite as a
compound sentence. Use the conjunction but.)
Name Date
Grammar: Revising Sentence Fragments

Practice
When a group of words is punctuated as a sentence but does not have a
subject and verb or does not express a complete thought, it is called a
sentence fragment.
Sentence Fragments Hikes on the weekends. [no subject]
On the weekends. [no subject or verb]
When she hikes on the weekends. [incomplete thought]
Sentence fragments make your writing hard to understand. To fix a sentence
fragment, you can either add words to make it a complete sentence, or you
can add the fragment to a complete sentence.
Fragment Hiked to the river.
Corrected Grady and his dad hiked to the river.
Fragment Hiking in the mountains.
Corrected My parents and I enjoy hiking in the mountains.
Fragment Because the sun was so bright.
Corrected We wore hats because the sun was so bright.
Revise each sentence fragment by turning it into a complete sentence. The hints in
parentheses will help you.
1. Goes to ceramics class every Friday. (Add a subject.)
2. Because the girls arrived late. (Add the fragment to a complete sentence.)
3. Michelle out of the boat. (Add a verb.)
4. For the winning team. (Add the fragment to a complete sentence.)
Name Date

Assess
A Identify each word group by writing CS for complete sentence or SF for sentence
fragment.
1. The children playing on the swings.
2. When they reached the airport.
3. The park is closed at night.
4. Onto the platform below.
5. Sprang up and jumped into the pond.
6. The puppy was trembling.
7. Before the window was replaced.
B Revise each sentence fragment to make a complete sentence.
1. To solve the mystery.
2. All kinds of sports equipment.
3. Painted the kitchen cabinets green.
4. When the play was over.
5. Kelly the harmonica in the talent show.
6. As soon as the baby falls asleep.
7. Taking care of two dogs and a parrot.
Name Date
Writing: Fable
Practice
A fable is a brief story that teaches a lesson. The characters in fables are often
animals that act and speak as though they were human. The lesson, or moral,
that is taught is often directly stated at the beginning or the end of the fable.
Writing a Fable
THINK What is the lesson that I wish to teach?
ASK What situation can I set up to teach this lesson?
ORGANIZE What are the causes and effects that build up to the lesson?
CHECK Do the events in the fable support the lesson?
A Read this fable. Then, answer the questions below.
In a dark wood there lived a tiny ant. He was a very shy little ant, and he
mostly kept to himself. He needed to bring a leaf to his home but could not
carry it. He thought for many days.
Finally, the ant overcame his shyness and asked his neighbors for help. All
of them said that they would help. Together, they brought the leaf home. In
gratitude for their help, the tiny ant asked them to join him for supper. He
had learned that in numbers there is strength.
1. What is the lesson taught in this fable?
2. What is the situation that supports the lesson?
3. Name one cause and one effect from the fable.
Cause:
Effect:
B Think of a lesson about the value of having courage. On a separate sheet of paper, write a
short fable that sets up a situation to teach the lesson. Use animal characters that behave
in human ways, and organize your fable according to causes and effects. Try to add humor
to the lesson.
Name Date
Writing: Fable
Assess
A Read the fable. Then, answer the questions below.
Big Bear was cooking a stew for his family’s yearly picnic. He was
humming to himself, smiling and stirring as he threw in bits of corn and
beans. He left the pot simmering for a few minutes while he went to gather
some herbs for seasoning.
When he returned to his pot, he found two of his cousins arguing in front
of it.
“No!” yelled one. “You can’t put in extra tomatoes—you’ll ruin the flavor.”
“What do you know?” shouted the next. “My father was the greatest cook
of all the bears in his region. He won awards every year!”
Big Bear pushed them aside. He said, “Who asked for your help? I just
went to get some ingredients. Now, go away!” And he pushed them out of
his way so he could finish making his delicious stew.
After dinner, the other bears agreed that they should not have interfered.
Too many cooks can spoil the broth.
1. What is the lesson taught in this fable?
2. What is the situation that supports the lesson?
3. Name one cause and one effect from the fable.
Cause:
Effect:
B Think of a lesson about the value of helping others. On a separate sheet of paper, write a
short fable that sets up a situation to teach the lesson. Use animal characters that behave
in human ways, and organize your fable according to causes and effects. Try to add humor
to the lesson.
Name Date
Writing: Essay
Practice
When you write an essay, you write to describe something, to explain it, to
entertain others, or to persuade readers to adopt your point of view. Essays
can be written on any subject, and they are based on real life rather than
fiction. One kind of essay compares and contrasts two or more subjects.
Elements of a Comparison-and-Contrast Essay
Two or more subjects are compared to Facts and details are presented about each
show their similarities and differences. subject.
The essay is organized in one of two ways:
Subject by subject All the details about one subject are presented first. Then all the
details about the other subject are presented.
Point by point One aspect of both subjects is presented, followed by the presentation of
other aspects of both subjects.
A Read the comparison-and-contrast essay. Then, answer the questions.
My cat Ginger is very independent. She is happy to stay by herself all day.
Sometimes she even ignores me when we are in the same room together.
Her favorite thing to do is to sleep in the sun.
My dog Romaine is just the opposite. He loves company and runs to
greet me when I come home from school. He rubs his face against my leg,
trying to get me to go outside to toss a ball for him to fetch.
1. Is this essay organized subject by subject or point by point? How do you know?
2. Give two examples of how the animals are compared with each other.
3. What is a similarity between Ginger and Romaine that could be mentioned?
B On a separate sheet of paper, write a comparison-and-contrast essay in which you

compare two animals you are familiar with. Use either subject-by-subject or point-by-point
organization. Present clear facts and details about each subject to support your point of
view.
Name Date
Writing: Essay
Assess
A Read the comparison-and-contrast essay. Then, answer the questions.
My Aunt Mabel is the funniest person I know. She is not at all like her
husband, Uncle Bob. Mabel wears huge purple hats and red-framed
sunglasses. Uncle Bob wears clothes that are mostly beige. He sort of tries to
be invisible!
Aunt Mabel walks into a room and immediately greets everyone, whether
or not she knows them. She’ll shout out, “Hey there, pal!” at the drop of a
hat. Then she’ll start telling her famous, knee-slapping jokes and riddles. My
Uncle Bob usually sits by himself in a corner.
They’re both great people, and I love them—it’s just hard for me to
believe they live together. They must balance out each other somehow,
because they get along very well.
1. Explain how you know whether this essay is organized subject by subject or
point by point.
2. Give two examples of how Aunt Mabel and Uncle Bob are compared with
each other.
3. What is a similarity between Aunt Mabel and Uncle Bob that could be
mentioned?
B On a separate sheet of paper, write a comparison-and-contrast essay in which you

compare two people whom you have known for a long time. Use either subject-by-subject
or point-by-point organization. Present clear facts and details about each subject to
support your point of view.
Name Date
Writing: Multimedia Report

Practice
A multimedia report is a special kind of research report. It presents
information in many forms, including a variety of media, such as slides, video,
music, maps, charts, artwork, and text (writing).
Elements of a Successful Multimedia Report

A topic of the A main idea Facts, details, Media that Careful
right size, that shows a examples, work well in research that
meaning that clear focus and presenting avoids errors
it can be explanations the topic and in fact or in
covered in that support the main idea presentation
the time and the main idea
space
allotted
A Read this description of a plan for a multimedia report, and answer the questions below.
John wanted to prepare a multimedia report on the Civil War. He wanted

to share the excitement of the hundreds of battles that took place. He went
to the library and read about the war in an encyclopedia and five books. He
planned to ask other students to act out several of the battles while he
videotaped them. He planned to have the actors wear old clothes he found
at a thrift store.
1. Explain the problem with John’s topic.
2. Explain how John could change his topic to improve its focus.
3. Give at least two examples of how John might change the way in which he
is planning to present information on his topic.
Name Date
Writing: Multimedia Report

Assess
A Read this description of a plan for a multimedia report, and answer the questions below.
Kate is creating a multimedia report on the great artists of the twentieth

century. She wants to arrange a slide show. She also plans to play music to
make the slide show more interesting. She is not sure where to find
information on her subject, but her grandmother has some paintings in her
attic. Kate also knows a local artist, and she could watch him work to get a
better understanding of the process involved in bringing art to life.
1. Explain the problem with Kate’s topic and how you would suggest that she
solve it.
2. Where can Kate go for research help on her topic?
3. Give at least two examples of how Kate might change the way in which she
is planning to present information on her topic.
B Suppose that you are planning a multimedia report about a form of art, music, or film. Fill in
the information below. Then, write a description of the multimedia report you are going to
put together.
My topic:
My main idea:
Two examples of media I can use to support my ideas:
How I will do my research:
Brief description of my multimedia report:
Name Date
Reading: Setting a Purpose for Reading

Practice
When you set a purpose for reading, you decide on a specific reason for
reading a selection. Your purpose might be to learn about a subject, to gain
understanding, to gather information so that you can take action, or to enjoy
yourself. When you read literature, setting a purpose helps you make
connections between your life and the text.
To set a purpose for reading, preview the text. Before you begin to read, look
at the titles, pictures, and beginnings of paragraphs to get an idea of the focus
of the work. After setting a purpose for reading, follow these steps:
Use subheads in bold print and introductions at the beginnings of
articles to find information quickly. For example, you might find
information about where Abraham Lincoln lived as a boy under the
boldface subhead “Lincoln’s Childhood.”
Determine where in the text the information you need is likely to be. You
can do this by skimming, or looking quickly through a work to get an
idea of what it is about. You can also do this by scanning, or reading
quickly through a text to find information to answer a specific question.
For example, you can scan a text for Abraham Lincoln’s date of birth by
looking for dates.
Read the excerpt below. Answer the questions that follow.
Blizzard Causes Delays at Airport

Chicago, IL—An unexpected blizzard hit the Chicago area last night,
forcing airlines to cancel all flights to and from Chicago. Thousands of
passengers were stranded. Airport official reported delays of over eight hours.
1. Preview the excerpt. Underline the words and phrases you previewed.
2. Based on what you previewed, what purpose would you most likely set
before reading this article?
Name Date
Reading: Setting a Purpose for Reading

Assess
A Read the passage. Answer the questions that follow.
The Sweet Work of Honeybees

In the insect world, bees are known for their hard work. One thing bees
work hard to do is make honey.
Collecting the Nectar

Honeybees need nectar to make honey. They get the nectar from flowers
and store it in their stomach. When they return to their hive, the honeybees
pass the nectar to the worker bees.
Turning Nectar Into Honey

The worker bees “chew” the nectar for about half an hour. Chewing
makes the sugar that is found in the nectar easier for the bees to eat. The
worker bees then spread the nectar into the honeycombs. They will also fan it
with their wings. In this way, the nectar loses water and becomes thick like
syrup. Once it is thick enough, the bees seal it into the honeycomb with wax.
1. Skim the article. What did you learn about the article by skimming it?
2. Scan the article for information about how bees turn nectar into honey.
Circle the words you scanned for.
3. What purpose would you most likely set for reading this article?
B Each choice is a subhead in an encyclopedia entry. Read the entry title and the purpose
for reading each entry. Then, circle the letter of the choice that would best help you meet
the purpose.
1. Entry: Chocolate; Purpose: To find how chocolate is made
A. Cooking With Chocolate B. Creating Chocolate C. Chocolate History
2. Entry: Music; Purpose: To find out where jazz began
A. The Jazz Age B. Folk Music C. Modern Popular Music
3. Entry: Arizona; Purpose: To find out whether there is a desert in Arizona
A. History B. Geography C. Population

Name Date
Reading: Connect and Clarify Main Ideas

Practice
When you connect and clarify main ideas, you understand the links between
information from related topics.
Read the passages. Then, answer the questions by writing the letter of the correct answer.
A Born around 1765, Sequoya was a member of the Cherokee tribe. He

was fascinated by the marks on paper that white people used to
communicate. In 1809, he decided to create an alphabet for his people.
He devoted 12 years of his life to the project. His 85-letter alphabet gave
a symbol for each sound in the Cherokee language. In 1821, Sequoya
showed the Cherokee leaders how his new alphabet worked. The wise
men recognized the alphabet’s great worth. Before long, the Cherokee
were able to read and write their own language.
B The Cherokee Phoenix was the first Native American newspaper in the
United States. It was first printed in 1828 in New Echota, Georgia, the
capital of the Cherokee Nation. The weekly paper had both Cherokee and
English text. For the first time, Cherokees were able to read the news of
their nation in their own language. The Cherokee tribes were scattered in
far places such as Georgia, Alabama, North Carolina, and Texas. By
printing news in the Cherokee language, the newspaper helped bring the
tribes together as a single nation.
1. Which topic is central to both passages?

A. Sequoya’s devotion to his task C. the scattering of the Cherokee
B. the written Cherokee language D. matching symbols to sounds
2. What statement from Passage A is best supported by the events in

Passage B?
A. Born around 1765, Sequoya was a member of the Cherokee tribe.
B. The wise men recognized the alphabet’s great worth.
C. His 85-letter alphabet gave a symbol for each sound in the Cherokee
language.
D. In 1821, Sequoya showed the Cherokee leaders how his new alphabet
worked.
3. Which source would be most likely to clarify ideas in both passages?

A. a map of the Cherokee Nation
B. an encyclopedia entry for New Echota, Georgia
C. a book comparing alphabets of different nations
D. an article from the Cherokee Phoenix
Name Date

Assess
Read the passages. Then, answer the questions by writing the letter of the correct answer.
A Our earth is very hot inside. Deep under the ground, melted rock,
called magma, contains large amounts of hot gas and steam. The magma
can build up great pressure and start pushing upward. When magma is
thicker, gases get trapped inside and may burst forth with a tremendous
force. The fierce pressure pushes the magma through a weak place in the
earth’s outer crust. When the magma breaks through the earth’s surface, it
is called lava. As the lava erupts high into the air, it may push up the
ground, forming a mountain. If it breaks through the top of the ground or
the mountain it has created, a volcano is formed. A sudden, forceful
eruption can destroy anything in its path.
B In March 1980, Mount St. Helens began to show signs that it might
erupt again. Scientists from Vancouver, Washington, set up camp to
observe its activity. On May 18, a scientist named David Johnston saw a
huge landslide began on the mountain’s north side. Johnston shouted into
his radio, “Vancouver, Vancouver, this is it!” The landslide left a giant hole
in the side of the mountain. Seconds later, a sideways eruption blasted
from the hole. Hot gases, broken rock, and ash rocketed away at speeds of
up to 670 miles per hour. The eruption blew away 1,300 feet of the
mountain’s top, destroyed trees, and killed animals. Fifty-seven people
were killed, including David Johnston.
1. Which topic is central to both passages?

A. the frequency of volcanic eruptions C. the formation of volcanoes
B. landslides caused by volcanoes D. the power of volcanoes
2. What statement from Passage A is best supported by the events in

Passage B?
A. A sudden, forceful eruption can destroy anything in its path.
B. When the magma breaks through the earth’s surface, it is called lava.
C. Our earth is very hot inside.
D. Deep under the ground, melted rock, called magma, contains large
amounts of hot gas and steam.
3. Which source would be most likely to clarify ideas in both passages?

A. a biography of David Johnston
B. an atlas containing maps of Washington State
C. a book of photographs of erupting volcanoes
D. an encyclopedia entry for landslides
Name Date
Literary Analysis: Personification

Practice
Personification is the representation of an animal or an object as if it had the
personality, intelligence, or emotions of a human. If an author writes about a
talking rabbit or a wise old tree, he or she is using personification. Compare
these examples:
The horse trotted across the meadow, looking beautiful and strong.
The vain horse trotted proudly and thought, “I look beautiful today!”
The first sentence does not use personification. Horses often trot, and they
normally look beautiful and strong. Human characteristics are not given to
the horse. In the second sentence, however, the human characteristic of vanity
has been given to the horse, as has the ability to think in a human way. That
sentence uses personification.
A Read the following sentences. Write P on the line if the sentence is an example of
personification. Write N if the sentence is not an example of personification.
1. The tortoise moved slowly across the sand.
2. Sally School Bus bounced down the road and beeped a cheerful
hello.
3. “Ah ha,” thought the puppy. “Now I know where the cat is hiding!”
4. The pine tree shook the snow off its branches so that the birds could
perch there.
5. The jet engines made a huge noise as the plane took off.
6. The rabbits ate the lettuce in our garden.
B Read the passage. Underline any words or phrases that show personification.
Lanzo Lizard dozed in the sun, basking and dreaming. He opened one
eye and rolled it this way and that way, looking for any signs of danger. Far
away he could see the shape of a hawk on the hunt. “I’d better hide,” he
thought. “I don’t want to be that hawk’s lunch!”
Name Date
Literary Analysis: Personification

Assess
A Read the following sentences. Write P in the blank if the sentence is an example of
personification. Write N in the blank if the sentence is not an example of personification.
1. The waves crashed into the shore.
2. Whenever we walked into the room, the parrot said, “Pretty bird!”
3. Mazza, the king of the lions, chased his enemies out of Lion’s
Country.
4. My dog Spot jumped four feet in the air to catch the rubber ball.
5. The eagle glided high above the mountains.
6. The eagle glided high above the mountains and spoke to Brother
Wind.
7. The wheat grew a little taller each day.
8. The daisies turned their faces to the sun and smiled.
B Read the passage. Underline any words or phrases that show personification.
The centipede always wondered why he moved so slowly when, after all,
he had a hundred legs. He thought about this question day and night. One
day, as he was inching along, moving all one hundred legs as fast as he
possibly could, a snake slithered past him.
“Sss,” said the snake, “what a ssslowpoke.”
“Hello to you, too,” replied the centipede, keeping his eyes to the
ground.
“I am fasster than you, and I have no legss at all. Ha, ha!” With that, the
snake raced off, leaving the poor centipede in tears. The snake was so busy
laughing and speeding along that he did not notice the boy carrying a
container.
“Cool! A garter snake! I wanted to find a centipede, but a snake will make
a much better exhibit at the science fair!”
The centipede smiled and did a little hundred-legged jig. “Sometimes
slower is better,” he thought.
Name Date
Literary Analysis: Universal Theme

Practice
The theme of a work of literature is its central message about life. A universal
theme is a message about life that applies to many people, even if they are
from different cultures or time periods. For example, love of family and the
importance of kindness are universal themes that you would find in many
books and stories.
Ute had never had a child. When she found the teenager swept up onto
the rocks by the ocean, she said to herself, “He needs me! I will help him.”
She nursed him back to health for many weeks, thinking that he would live
with her until he grew to adulthood.
But finally, Johannes became strong and left her. She missed him, but she
understood that he had to leave. She had to let him go to find his own life.
Tears filled her eyes as he hugged her goodbye.
1. Who is the main character?
2. How does the main character change?
3. What is the universal theme that is expressed in the passage? (Remember

that for a theme to be universal, it must apply to many people.)
B State the universal theme in this passage. Then, support your statement with at least two
details.
Henry gave Joanna a scarf for her birthday. She was impressed by how
cozy it was, but she already had three scarves.
“Henry,” said Joanna, “this is such a warm scarf. Why don’t we give it to
someone who needs it?”
He looked at her for a moment; then he smiled broadly. “Certainly,” he
replied. “Let’s donate it to a clothing drive.”
“Thank you, Henry,” Joanna said. “This is the best birthday present.”
Universal Theme:
Supporting Details:
Name Date
Literary Analysis: Universal Theme

Assess
Adrift on a raft in the middle of the ocean, Kyle would not give up. Just
two more miles, he said to himself. I can make two more miles. He paddled
with his hands, forcing himself not to think how far he was from shore.
At last he spotted a seagull in the distance. He knew that land was
coming soon, and his heart gave a leap of hope. Soon, he thought. I will be
safe soon.
Years later, a great writer told stories about this brave young man who had
survived at sea all alone for several months. Kyle became a model for all to
follow, especially in dark times.
1. Who is the main character?
2. What is the universal theme that is expressed in the passage?
B For the passage below, state the universal theme. Then, support your statement with at
least two details.
An old man was in the back room of his house, counting his money. His
young daughter, Liana, came to him to say that the other children were
hungry and needed supper. The man would not listen. He was too busy
counting.
Suddenly, one of the coins jumped up and bounced on his head.
“What is wrong with you?” said the coin, angrily. “Are you so busy that
you cannot hear the cry of a child?”
The old man ignored the coin for a few minutes. Then, amazingly, the coin
slid off the counting table. One by one, the other coins followed. In minutes,
the old man was left with no money at all.
Disturbed, the old man went out to his family, and he found that they had
left him also. He was completely alone.
Universal Theme:
Supporting Details:
Name Date
Literary Analysis: Foreshadowing and Flashback

Practice
Foreshadowing is the author’s use of clues to hint at what might happen later
in a story.
Tim and Sandy did not notice the dark storm clouds gathering in the
evening sky. They joyfully set out for a quiet boat ride on the moonlit lake.
A flashback is a scene that interrupts a story to describe an earlier event.
Writers use flashback to show something about a character’s past.
Anne watched her granddaughter play happily along the seashore.
Suddenly Anne was a child again. She and her sister were playing a game
they called mermaid, wearing seaweed in their hair until the sun went down.
Writers use foreshadowing and flashback to develop interesting and exciting
ways to tell the events in a story.
A Decide whether each group of sentences is an example of foreshadowing or flashback.

Circle the correct term. Then, underline the words that helped you choose your answer.
1. The sight of the little waterfall reminded Nick of Niagara Falls. Then he was
there, before the dramatic falls. He was wearing that heavy black raincoat.
He was surrounded by mist.
Foreshadowing Flashback
2. Marcy did not hear the door creak open. She knew no one would be home
for hours. Happily she headed downstairs, thinking only of the hour she
would spend by the pool.
B Circle the details or clues that foreshadow events. Explain what might happen.
1. Pam sat alone in the kitchen. Briefly she glanced at a stain on the ceiling.
Funny, I hadn’t noticed that before. She turned back to her dinner. The peas
had gotten cold.
2. Sharon tore excitedly at the paper wrapping. She slowly raised the lid of the
box and looked inside. Her eyes grew wide with amazement.
Name Date
Literary Analysis: Foreshadowing and Flashback

Assess
A Decide whether each group of sentences is an example of foreshadowing or flashback.
Circle the correct term. Then, underline the words and phrases that helped you choose
your answer.
1. Mary heard the bells ring in the distance. She thought about the time not
too long ago when that sound would make her break into a sprint. Now it
was that time again. She was running so that she would not be late for
school. Oh, how she disliked the sound of bells!
2. A long-forgotten memory came back to Peter as he drove through his old

neighborhood. Mr. Smith’s dog was chasing him down the street. He fell,
and pain shot through his arm.
3. Mike felt as confident as ever when he started his boat engine that day. He
noticed a few clouds gathering overhead, but did not worry about them.
B Read this passage. Underline the details that foreshadow an outcome or plot development.
Peter walked briskly down the trail with his well-organized pack on his
back. He had food, a bedroll, a compass, matches, water—everything he
would need for his three-day hike. The day was sunny and the air was cool.
Then a fast-moving shadow crossed his path, the shadow of a large bird in
the air. Peter looked up and saw a turkey vulture, flying low. Something had
died nearby.
The air became cold, and a bank of dark clouds moved in. Peter zipped
up his jacket and continued on his trail. “The clouds will pass,” he thought.
“This will be a hike to remember.”
It would be memorable, but not in the way Peter had planned.
Name Date
Vocabulary: Suffixes -ment, -ary; Word Roots -van-, -mort-

Practice
word with a slightly different meaning. A root is the basic unit of the meaning
of a word.
Suffix or Root Meaning Words with Suffix

or Root
-ment [suffix] “act,” “art,” or ”process of ” argument, payment
-ary [suffix] “related to” or “connected customary, momentary
with”
-van- [root] “empty” vanity, vanish
-mort- [root] “death” mortality, mortify
1. There was a pause in the conversation when lunch

was served.
2. We watched the sun behind a cloud.
3. Nothing will actors more than forgetting their lines.
4. I won the by supporting my point with evidence.
aviary measurement evanescent immortalize investment planetary
Suffix Meaning Suffix Meaning Root Meaning Root Meaning

“act,” “art,” or “related to” or “empty” “death”
“process of” “connected with”
Name Date
Vocabulary: Suffixes -ment, -ary; Word Roots -van-, -mort-

Access
1. -ary A. process of
2. -mort- B. empty
3. -ment C. related to
4. -van- D. death
mortal cautionary vanity entertainment
1. The movie star was known for her shallowness.
2. The book told a warning tale.
3. Despite his heroism, the firefighter was still able to die.
4. I go to the movies for amusement.
C Write the letter of the answer choice that is most nearly OPPOSITE in meaning to the word
in CAPITAL letters.
1. IMMORTAL
A. endless B. eternal C. energetic D. dead
2. FULFILLMENT
A. accomplishment B. realization C. blame D. disappointment
3. PRIMARY
A. final B. reliable C. familiar D. important
4. VANISHING
A. f leeing B. appearing C. hiding D. dying
Name Date
Grammar: Semicolons and Colons

Practice
A semicolon ( ; ) connects two independent clauses that are closely related in
meaning. A semicolon is also used to separate items in a series if those items
contain commas.
Connecting Independent Clauses
Some fruits grow on trees; others grow on bushes.
Apples, mangoes, and oranges grow on trees; however, grapes grow on vines.
Separating Items in a Series
Austin, Texas; Boston, Massachusetts; and Atlanta, Georgia, are all large cities.
A colon ( : ) is used after an independent clause to introduce a list of items.
Colons are also used with numbers that tell the time in hours and minutes, in
the salutations of business letters, and after a short command that is followed
by a statement.
List of Items The guide pointed out the following animals: a beaver, a
fox, and a chipmunk.
Time The plane did not land until 8:45 P.M.
Salutation Dear Mr. Kent:
Warning Beware: Guard dog is on duty.
Rewrite each item, adding semicolons and colons where needed.
1. The following types of dogs are used for hunting spaniels, setters, and
pointers.
2. The alarm was set for 6 40 A.M. she had to leave for the match by 8 05.
3. Dear Sir or Madam I am writing to reply to your ad in the newspaper.
4. Concerts will be held on Monday, June 1 Friday, June 5 and Sunday, June 7.
Name Date

Assess
A Circle the letter of the item that is punctuated correctly.
1. A. The climate of Sarnia, Ontario, Bangor, Maine, and Juno, Alaska is often
very cold.
B. The climate of Sarnia, Ontario; Bangor, Maine; and Juno, Alaska, is often
very cold.
2. A. The sign said, “Caution: Mountain lions have been spotted near this
trail.”
B. The sign said, “Caution, Mountain lions have been spotted near this trail.”
3. A. Please bring the following items, your textbook, a pencil, and a notebook.
B. Please bring the following items: your textbook, a pencil, and a notebook.
4. A. Sushi is a Japanese food, it is made of raw fish and sticky rice.

B. Sushi is a Japanese food; it is made of raw fish and sticky rice.
5. A. Our flight leaves at 7:30; therefore, we must be at the airport by 5:50.

B. Our flight leaves at 7:30, therefore, we must be at the airport by 5:50.
B Rewrite each item, adding semicolons and colons where needed.
1. Many animals in the rain forests are dying out, however, people are trying
to save them.
2. Notice Dogs must be on leashes.
3. Dear Mr. Smith Please review the enclosed application.
4. Combine one onion, finely chopped one clove of garlic, minced and 1
tablespoon of olive oil.
5. These animals live in the desert geckos, rattlesnakes, bobcats, and coyotes.
Name Date
Grammar: Commas
Practice
A comma is a punctuation mark used to separate words or groups of words.
Commas signal the reader to pause. They can help prevent confusion about
the meaning of a sentence.
Use commas to separate three or more words or phrases in a series.

Words in a series: Kerry brought apples, grapes, bread, and cheese.
Jessica shoots, dribbles, and passes the ball skillfully.
The puppy seems happy, healthy, and active.
Phrases in a series: The girls ran down the street, across the parking lot,
and over the bridge.
Megan enjoys reading short stories, writing poetry,
and building model airplanes.
Police officers patrol the streets, make arrests, and
book suspects.
Circle the letter of the sentence that is punctuated correctly.
1. A. Sorting mail, checking postage, and selling stamps are part of a postal
worker’s job.
B. Sorting mail, checking postage, and selling stamps, are part of a postal
worker’s job.
2. A. Bus drivers should watch the road, drive with skill, and know the safety
rules.
B. Bus drivers should watch the road, drive with skill and know the safety
rules.
3. A. Computers scanners and phones are important to office workers.

B. Computers, scanners, and phones are important to office workers.
4. A. Trainers can work for a sports team in a fitness club or at a college.

B. Trainers can work for a sports team, in a fitness club, or at a college.
5. A. Carpenters use tools such as planes, saws, drills, and sanders.

B. Carpenters use tools such as planes, saws, drills and sanders.
Name Date
Grammar: Commas
Assess
A Insert commas where necessary in the following sentences. If the sentence does not need
any commas, write Correct on the line.
1. Tornadoes hurricanes and earthquakes are natural

disasters.
2. Flash floods can be scary harmful and dangerous.
3. Storms can wreck homes injure people and cost money.
4. The wind from a tornado can reach over 200 miles per
hour.
5. People often pull together after bad storms.
6. They work hard at saving lives supplying food and

rebuilding homes.
7. Agencies give money for transportation building and

supplies.
8. Agencies give food water and medicine to victims.
B Rewrite each sentence, inserting commas where they are needed.
1. Clusters of yellow purple orange and white flowers dotted the hill.
2. Joe built the birdhouse painted it and mounted it on the tree.
3. Performers in Broadway musicals must sing dance and act well.
4. The squirrel dashed over the wall across the yard and up the tree.
5. Hawks owls and songbirds often visit marshes.
Name Date
Grammar: Punctuating Citations and Titles

Practice
When you cite sources, you must be sure to punctuate them correctly.
Underline or italicize the titles of long works, such as books, plays, long
poems, magazines, and newspapers. Use quotation marks to set off titles of
short works, such as short stories, chapters of books, short poems, articles,
and Web sites.
Some of the class is reading White Lilacs, a novel by Carolyn Meyer.
Today they will discuss the fourth chapter, “Lessons.”
A direct quotation contains the exact words that a person wrote or said.
Short quotations should be preceded by a comma and set off with quotation
marks. Quotations of five lines or longer are preceded by a colon, set on a new
line, and indented.
Short Quotation Amy Marder writes, “Depending on where you live,
flea allergies may or may not be seasonal.”
Long Quotation Amy Marder explains the flea problem:
Depending on where you live, flea allergies may or
may not be seasonal. In warmer climates, fleas are
present all year long. But in places where there is a
winter freeze, fleas seldom become a big problem
until late spring or early fall.
Circle the letter of the sentence that is punctuated correctly.
1. A. Charles Dickens wrote, “It was the best of times. It was the worst of
times.”
B. Charles Dickens wrote: It was the best of times. It was the worst of times.
2. A. Janet used information from a book called “Your Healthy Pet.”

B. Janet used information from a book called Your Healthy Pet.
3. A. Saying Yes is a short poem by Diana Chang.

B. “Saying Yes” is a short poem by Diana Chang.
4. A. Dolphin Log, a magazine for young people, has articles about marine
animals.
B. “Dolphin Log,” a magazine for young people, has articles about marine
animals.
Name Date
Grammar: Punctuating Citations and Titles

Assess
A Circle the letter of the sentence that is punctuated correctly.
1. A. William Gibson wrote the play The Miracle Worker.

B. William Gibson wrote the play “The Miracle Worker.”
2. A. According to Dr. Chung: “A diet high in fiber is good for most people.”
B. According to Dr. Chung, “A diet high in fiber is good for most people.”
3. A. I am looking forward to reading the article “Bees and Wasps.”

B. I am looking forward to reading the article Bees and Wasps.
4. A. Eleven is a short story by Sandra Cisneros.

B. “Eleven” is a short story by Sandra Cisneros.
B Circle the letter of the sentence that is punctuated correctly.
1. A. I have just finished reading the book “To Kill a Mockingbird” by Harper Lee.
B. I have just finished reading the book To Kill a Mockingbird by Harper Lee.
2. A. I enjoyed James Thurber’s story “The Night the Bed Fell.”

B. I enjoyed James Thurber’s story The Night the Bed Fell.
3. A. The poem “Paul Revere’s Ride” begins with “Listen, my children, and you
shall hear / Of the midnight ride of Paul Revere.”
B. The poem Paul Revere’s Ride begins with “Listen, my children, and you
shall hear / Of the midnight ride of Paul Revere.”
4. A. Edgar Allan Poe wrote:

True!—nervous—very, very dreadfully nervous I had been and am;
but why will you say that I am mad?
B. Edgar Allan Poe wrote, “True!—nervous—very, very dreadfully nervous I
had been and am; but why will you say that I am mad?”
5. A. Mark Twain wrote the novel “The Adventures of Huckleberry Finn” in 1884.
B. Mark Twain wrote the novel The Adventures of Huckleberry Finn in 1884.
Name Date
Spelling: Word Families

Practice
Words that have the same root make up a word family. Here are some Greek
roots that are the basis for some common English word families:
-tele- means “far” (telegram, telethon)
-auto- means “self” (autopilot, autobiography)
-cyc- means “wheel” or “ring” (cycle, cyclops)
The spelling of these roots does not change from word to word.
bicycle telescope automatic television recycle

telephone automobile autograph cyclone telecast
A Write the words from the box in the correct word-family columns.
Word Family: -tele- Word Family: -auto- Word Family: -cyc-

1. 5. 8.
2. 6. 9.
3. 7. 10.
4.
B Answer the following questions on the lines provided. Use your knowledge of word
families based on Greek roots.
1. If a biography is the story of a person’s life, what is an autobiography?
2. If graph means “writing,” what is a telegraph?
3. If the prefix uni- means “one,” what is a unicycle?
Name Date
Spelling: Word Families

Assess
A Match the clues on the right to the words on the left. Write the letter of each clue on the
line next to the correct word.
1. telephone A. a storm that swirls around and around
2. television B. a way to talk to friends who are far away
3. telescope C. a two-wheeled vehicle
4. telecast D. a device for looking at far-away objects
5. automobile E. a program sent from a distance and shown on a screen
6. automatic F. a screen on which images can be shown
7. autograph G. working by itself
8. bicycle H. to use again
9. cyclone I. a vehicle with four wheels and a gas pedal
10. recycle J. a person’s name signed on something
B Write the letter of the word that is spelled correctly.
1. A. telacast 4. A. telathon
B. telecast B. telithon
C. telicast C. telethon
D. telucast D. teluthon
2. A. syklone 5. A. cycle
B. ciclone B. cicle
C. cycloan C. cickle
D. cyclone D. cyckle
3. A. automatic 6. A. atopilot
B. atomatick B. autuopilot
C. autumatic C. awtopilot
D. awtamatick D. autopilot
Name Date
Writing: Invitation
Practice
When you write an invitation, you want to accomplish two goals. First, you
want to include the important information, such as the date, time, and place
of the event. Second, you want the person receiving the invitation to feel
welcome. Use vivid verbs and descriptive words to tell about the event and
its purpose.
A Read this invitation and answer the questions below.
Ahoy there, Sam,

I’ve finally graduated from diving school! Please jump into the sea with
me next Sunday, April 8, at 1 P.M. at 123 Main Lane, South Randolph, New
Jersey. We hope to have you with us as we celebrate in a coral reef we made
ourselves.
We’ll have a light lunch and a whale of a cake.
Please let me know if you can come by calling me at 888-722-5555.
Keep on swimming,
Jana
1. What important information is included the invitation?
2. Give an example of a vivid verb that is used in the invitation.
3. Give an example of words that might make the person receiving the
invitation feel welcome.
B Suppose that you have just completed a program that taught you something new, such as
a sport or a hobby. You are hosting an event to celebrate your accomplishment. Write an
invitation that uses descriptive words and includes all the important information.
Name Date
Writing: Invitation
Assess
A Read this invitation and answer the questions below.
To Class 6B,
Our class will be hosting a museum party to share what we have learned
about dinosaurs. The party will be next Wednesday. We will decorate the
classroom. We’re serving food, including some cupcakes.
Do you want to come?
Jennifer G.
Class 6A
1. What important information is missing from the invitation?
2. What words could be added to make the reader more interested in eating
the food at the event?
3. What descriptive words could be added to the invitation?
4. What other improvements might you suggest for this invitation?
B Use your responses to the questions above to improve the invitation to the museum party.
Write a new invitation that uses descriptive words and includes all the important
information.
Name Date
Writing: Plot Proposal

Practice
When you write a plot proposal, you write a plan that tells your most
important ideas for the events in a story. In your proposal, you should identify
the theme, or main idea, of your story. You should also give basic information
about the conflict, or problem, in your story and explain how the conflict is
resolved.
A Read this plot proposal and answer the questions below.
Plot Proposal: “The Sleeping Giant”

In a small rural village, people explore the mysterious history of a range of
hills that look like a giant human being lying flat on the ground. There is little
information about why the hills are shaped in such an unusual way, and the
search for information is difficult. As the characters research the past by
examining hidden caves, digging up rocks, and reading old books, they
discover the history of the people who came before them. The idea behind
this story is that people can always learn something new.
1. What is the theme of the story presented in the plot proposal?
2. What is the conflict in the story?
3. What events in the story resolve the conflict?
B Suppose that you are preparing to write a story about a mystery that involves something
that happened in the past. Write a plot proposal that tells your ideas for the story. Include
information about the theme and conflict in the story. Explain how the conflict is resolved.
Name Date
Writing: Plot Proposal

Assess
A Read this plot proposal and answer the questions below.
Plot Proposal: “Too Exciting a Ride!”

The story is set in the late 1700s, when the hot-air balloon was first
invented. Two young men, Jean and Jacques, take off in their brightly
colored balloon as cheering crowds watch. They fly for several hours,
enjoying the sights of clouds and hawks flying by them. However, disaster
almost strikes as they prepare to land. They miscalculate their target and
almost end up hitting a farmhouse. Luckily, they are able to avoid the
farmhouse and land in a quiet field near some cows that barely notice them.
Adventures can have funny endings.
1. What is the theme of the story presented in the plot proposal?
2. What is the conflict in the story?
3. What events in the story resolve the conflict?
4. What is funny about the story?
B Suppose that you are preparing to write a story about an adventure with an amusing
ending. Write a plot proposal that tells your ideas for the story. Include information about
the theme and conflict in the story. Explain how the conflict is resolved.
Name Date
Writing: Research Report

Practice
A research report presents facts and information. You gather the information
from sources, such as books, magazines, interviews, and the Internet. If you
use the Internet as a source for research, you must make sure that the Web
sites you consult are reliable. A research report also includes a bibliography or
a works-cited list that shows where you got your information.
Choose a Write a Gather Organize Show where

topic that is thesis to information the way in you got the
not too state your by doing which you will information.
broad. main idea. research. present the
information.
A Read one student’s plan for a research report. Then, answer the questions.
I plan to write a research report on the American buffalo. I think that

people should take an interest in this great animal. I want to protect the
buffalo that still exist and encourage an increase in their population.
I know that Native Americans once used buffalo skins to make tents and
other useful things, but I am not sure how buffalo are important today. I am
planning to do some research on the Internet. I will visit the library, too.
1. What is the student’s thesis?
2. What sorts of information does the student need to find?
B Think of a time period in American history that interests you. Then, begin a research report
by responding to the items.
1. Describe a topic that is narrow enough to be covered in a short paper:
2. Write a thesis that states the main idea:
3. State where you might find the information:
4. Briefly describe how you plan to organize the information:
Name Date

Assess
A Read one student’s plan for a research report. Then, answer the questions.
I am interested in reality television shows. I have decided to write a

research report that examines why reality shows are so popular. I will
videotape some shows and ask my class to vote on their favorite show. I am
also preparing a list of survey questions to give to students to find out
whether they prefer a contest-type reality show or a show about the lives of
famous people.
As part of my report, I am going to trace the history of certain periods in
television, such as the 1950s. I will look at the popularity of certain comedy
shows during the 1950s and compare their popularity with the popularity of
comedy shows of today.
1. What is the student’s thesis?
2. What question might the student ask as part of his or her research?
3. What is a problem with the focus of the report? What solution would you
suggest?
B Think of a topic in the field of art, music, or entertainment that interests you. Then, begin a
research report by responding to the items.
1. Describe a topic that is narrow enough to be covered in a short paper:
2. Write a thesis that states the main idea:
3. State where you might find the information:
4. Briefly describe how you plan to organize the information:
Literature-Based
Strategies
Classroom Management
Strategies
Teacher-Mediated Classroom Reading Strategies
Introduction
The Challenge of Academic Text Reading
Most students enter classrooms woefully underprepared to independently
navigate their reading assignments across the subject areas. While they may
be able to tackle recreational reading of teen novels and magazines with
relative ease, they often lack the academic language and strategic knowledge
necessary for comprehending and studying concept and data rich texts. The
challenging narrative and non-fiction selections students will be assigned in
the course of an academic year are meant to be approached as learning tasks,
not recreational activities. As such, these texts must be read multiple times
with a clear learning purpose in mind.
Such an approach to reading is far from typical of adolescents engaging
today’s standards-driven Language Arts curricula. It is absolutely essential for
teachers to assume an active instructional role, responsibly preparing students
with the linguistic and strategic tools necessary for this potentially daunting task.
Strategies for Structuring Reading

The worksheets that follow offer strategies a teacher can draw on in taking this
active role. The following worksheets give concrete formats for structuring
students reading:
• Choral Reading • Silent Independent Rereading
• Oral Cloze • Structured Partner Reading
Sophisticated texts require rereading, and scaffolding the types of reading
students do on each pass is essential to bringing them into a more sophisti-
cated engagement with the text. Here is one recommended way of using these
strategies to scaffold readings:
First Reading—Oral Cloze with broad task
Second Reading—Silent rereading with detailed task
Conclude—Class discussion/debriefing
Strategic Questioning
In traditional content-area reading instruction, the teacher assigns independent
reading followed by an end-of-text question and answer session, in which the
teacher and a handful of students dominate the discussion, leaving struggling
readers disengaged and confused. Research suggests that struggling readers
need explicit guidance in emulating the behaviors of competent readers.
This guidance must include breaking the reading into manageable chunks,
approaching each section of text with a concrete question or purpose, and reread-
ing sections for different levels of details. Teachers should pose increasingly
complex questions while modeling a more active and strategic approach to reading.
The following worksheets give strategies to assist struggling readers in formu-
lating appropriate reading questions and in connecting their guide questions to
concrete tasks.
• Preparing-to-Read Questions • A Range of Appropriate Questions
• Reading Guide Questions • Question Frames
Choral Reading
Strategy
A common primary-grade practice, choral reading can also work very well
with older readers. Choral reading is effective because it requires that each
student, regardless of level or proficiency in English, actively engage in attend-
ing to the text while it provides a nonthreatening atmosphere in which to
practice. Many teachers find it helpful to use choral reading one row or group
at a time. This modification tends to be less demanding and more manageable
for diverse learners.
Tips to ensure success with choral reading:

• Request students to “Keep your voice with mine” to discourage them from
racing ahead.
• Choose relatively short passages (e.g., 300–500 words).
• Follow with a silent rereading. Now that all students have basic access to
the text, a second reading can elicit deeper understanding, supply an
opportunity to apply previously taught strategies, answer inductive
questions, and so on, while reinforcing the message that “constructing
meaning is your job. I am here to help, not to do it for you.”
Oral Cloze
Strategy
The oral cloze is a choral reading adaptation of a commonly used reading-
comprehension assessment process, in which words are selectively deleted from
a brief passage, and students are prompted to fill-in reasonable word choices. In
the oral cloze, the teacher reads aloud while students follow along silently. The
teacher occasionally omits selected words, which the students chime in and read
aloud together. The oral cloze is useful in guiding students in an initial read of a
difficult passage, thereby insuring that struggling readers will have access to the
text. Often during teacher read-alouds, students listen passively, read ahead, or
remain off-task. This strategy keeps students on their “reading toes” by giving
them a concrete job while allowing teachers to check participation.
Tips to ensure success with cloze reading:

• To begin, demonstrate the oral cloze by contrasting it with a traditional
read-aloud. Read a few sentences aloud without assigning students a role
or task. Clarify the importance of being an active, thoughtful reader when
the goal is accountable reading to learn, often with an assessment (e.g.,
quiz or paper). Explain that you will be reading aloud, and their job is to
follow along, reading at the same pace and chorally chiming in when a
word is occasionally omitted. Then reread the same sentences leaving out
2–3 words so that students see the contrast and grasp their active role.
• Choose to leave out meaningful words (e.g., nouns, verbs, adjectives) that
most students can easily pronounce (prepositions and other connecting
words do not work well).
• Take care to not distract students by leaving out too many words, not
more than one per sentence (e.g., in a 50-word paragraph, delete 2–3
words).
• Pick words that come at a natural pause.
• Pick words (if any) that you have pretaught, providing students with a
meaningful context for the new word.
• Provide students with an additional concrete active-reading task or question
directing their attention to the content of the passage. On the first read, this
task should be fairly broad and easy (e.g., Circle two adjectives describing
how the character felt).
• In a mixed-ability class with many struggling readers, consider guiding
students’ reading with two rounds of the oral cloze before assigning a
silent reading task. On the second reading, omit different words and pick
up the pace a bit while providing an additional focus question or task.
Silent Independent Rereading
Strategy
After facilitating students in their first reading of a challenging passage
using the oral cloze, prepare them for an active independent rereading of the
passage.
The essential element here, as with both choral and cloze reading, is to
make sure the students have a job, a task during reading that increases their
attentiveness, cognitive focus, and accountability. Rereading silently to answer
a question previously posed to the class as a whole efficiently meets this goal.
Teachers may pose useful questions that the class reads silently to answer.
Over time, students are taught to construct a range of questions themselves
before such class reading (moving from literal to inferential).
After each section is read, engage students in a brief discussion to clarify
questions and vocabulary and to ensure common understanding of essential
big ideas in the text. You may choose to guide students in mapping or note-
taking from the text at this point as well.
Tips to Get the Most From Structured Silent Rereading

• Chunk the text into 1–4 paragraph sections within which students silently
reread and actively identify information necessary to respond to the
teacher’s focus question.
• Request that anyone who finishes before you convene the discussion go
back and reread the section to look for additional details in the text.
• The first few times, model how one thinks while reading to find answers to
a question. Think aloud to give students a “window” on this sophisticated
cognitive task.
• Encourage students to discuss their thinking, as well as their answers,
during whole-class discussion. For example, focus on such issues as
“How did you know?” or “Why did you think that?”
Structured Partner Reading
Strategy
Research has consistently pointed to partner reading as a potent strategy
to increase the amount of actual reading students engage in, while providing
access for all students to key ideas in the text. Partner reading is an excellent
way to ensure that all students are actively engaged in the text and account-
able for doing their jobs.
Tips to get the most from structured partner reading:

• Rank-order students by overall literacy and proficiency in English. In a
group of 30 students, for example, students #1 and #15 are the first
readers and #16 and #30 are the first coaches.
• Ensure that activities are fully reciprocal—students should spend equal
time in the roles of reader and coach.
• Provide specific directions and demonstrate the roles of reader and coach
(e.g., “First reader: Whisper-read the first paragraph, coaches follow along,
fix mistakes, and ask the comprehension questions.”).
The Reader
The reader reads a paragraph or a page or reads for a given amount of time.
Touching under the words may be helpful if the students have extremely lim-
ited literacy.
The Coach
The coach encourages and supports the reader.
1. If the reader asks for a word, the coach will say the word.
2. If the reader makes a mistake, the coach will correct the error using the fol-
lowing steps:
a. Point to the word and say, “Can you figure out this word?”
b. If the reader cannot figure out the word in five seconds, say “This word is __.”
c. Have the reader repeat the word and then reread the sentence.
Why reread the entire sentence?
• Improve comprehension.
• Practice the word again—read it fluently in context.
• Hold students accountable for reading more carefully.
After students have mastered the basic sequence, add various comprehension
strategies, such as retelling main ideas after each page or section.
Summarize/paraphrase. State the main idea in ten words or less. (Using
only ten words prompts students to use their own words.)
Predict and monitor. Reader predicts what will happen next, reads a
paragraph/section and then determines if the prediction was accurate,
revises as needed, summarizes, and predicts again, continuing for a set
amount of time.
Preparing-to-Read Questions
Strategies
Provide focused questions to guide students before reading.
If students have background knowledge regarding the subject, it is very helpful
to pose a few open-ended questions to elicit a lively brainstorming session prior
to reading. Cueing students to examine any related visual support, as well as
the title, can assist students in focusing their thinking more productively.
What are the possible effects of eating too much junk food?
Take a look at this school lunch menu in the photograph and identify with
your partner two healthy and two unhealthy foods.
Instructional Tip: Guide students to share answers with a teacher-selected
partner; take care to designate roles (1s and 2s) to insure ALL are active partici-
pants.
When students lack critical background knowledge related to a topic,
brainstorming alone is often insufficient. Students will benefit from carefully
formulated questions before and during each reading segment to focus their
attention on the most important information. Without a concrete purpose
when tackling each segment of a text, less proficient readers are apt to get
mired in confusing details and distracted by unfamiliar yet non-essential
vocabulary. Thus, it is essential to provide students a very specific question to
guide their initial reading.
What are the three most important reasons cited by the author in favor of
recycling? How can recycling actually save money?
Provide questions during the reading process.

It is critical that teachers guide less proficient students in reading each segment
of text at least twice, providing a clear task each time. Posing a thoughtful ques-
tion before students read challenging text will help them understand the active
and focused approach necessary for reading to learn. Global questions are most
appropriate for initial reading, followed by questions that require more careful
analysis and attention to detail in subsequent reading.
1st read: What is this section in our article on teen health mainly about?
Task: Identify a word or phrase that names our topic (e.g., teen diet).
2nd read: Why is the author so concerned about adolescent diet?
Task: Identify two reasons stated by the author.
3rd read: Since the snack foods provided at school are a major cause of poor
adolescent health, why do you think schools continue to sell them?
Task: Write down a specific reason you think schools still make candy, sodas,
and chips so easily available in vending machines.
Instructional Tip: Complement the guide question with a concrete task to
increase student accountability and increase focus and attention.
Reading Guide Questions
Strategies
There are common text elements that teachers can utilize to frame reading
guide questions and model an alert and strategic reading process for students.
Use headings and topic sentences to generate reading guide questions.

Model for students how to turn a heading into a reading guide question for the
initial reading of a passage. Be sure to prompt them to translate the question
into a concrete task for which they will be held accountable in subsequent
class discussion.
Subheading: Recycling Saves Money
Guide question: How does recycling save money?
Task: “I need to identify two ways that recycling helps people save money.”
Students need to approach each paragraph within a section of text with a

clear sense of what they need to attend to in and extract from their reading.
While a heading often provides the overall topic for a section of text, topic sen-
tences provide a more specific focus for developing reading guide questions for
discrete paragraphs.
Subheading: Recycling Saves Money
Topic sentence, paragraph one: “Because of the recent downturn in the
auto industry, Smithville has come up with a creative recycling program
to support their cash-strapped schools.”
Guide Question: What is Smithville’s recycling program?
Task: I need to identify the key features of Smithville’s recycling program.
Helping struggling students develop genuine competence in formulating
and applying reading guide questions is rather labor intensive. Students who
are accustomed to approach all forms of reading material in a generic, unfo-
cused manner will require considerable hand-holding through a gradual
release process that moves systematically from “I’ll do it” (teacher modeling) to
“We’ll do it” (unified class with teacher guidance) to “You’ll do it” (partner prac-
tice) to “You do it on your own” (independent practice).
Provide questions after reading a passage.

After students have navigated a demanding text and achieved basic compre-
hension, they are well positioned to extend their thinking by responding to
higher-order questions requiring greater reflection and application. These
questions are the interesting and provocative ones that teachers long to pose
but that fall flat unless students have been prepared.
How could we set up a viable recycling program in our school community?
If you had two minutes to address the school board, what are the three best
arguments you would provide to support the development of a district wide
recycling program?
A Range of Appropriate Questions
Strategies
Begin with “on the surface” questions.
Why? Struggling readers must be able to identify the most essential informa-
tion in the reading before they are guided in grappling with more abstract
analysis/interpretation. Otherwise, many students will not have the cognitive
tools to benefit from the discussion.
What? Ask questions that require literal, factual recall and text-based
answers that students can point to, underline, or circle.
What is an endangered species? What are two examples of endangered
species mentioned in this article? How are environmentalists working with oil
companies to protect the red-tailed hawk?
Include “under the surface” questions.

Why? To comprehend challenging reading material, students must go beyond
the factual basics of the text. Getting the gist certainly is no small feat for
many struggling readers. However, it is important to help less proficient stu-
dents acquire a more in-depth understanding and the strategic know-how
required for mature comprehension.
What? Ask questions that require students to make inferences from or to
analyze and synthesize text-based information, as well as to make inferences
connecting new ideas from the text with prior knowledge.
Why has it been difficult for environmentalist and oil companies to work
together in protecting the red-tailed hawk? What environmental factors are
placing some animal species in danger in your community?
Teach students the questions for reading to learn.

Why? Less proficient readers have often spent their early literacy development
with relatively undemanding stories. In the classroom, they have largely
responded to the “who, where, and when” questions appropriate for stories,
leaving them ill equipped to reply to the “why, how, and what” demands of
information text comprehension.
What? Teachers need to teach specific tasks involved in responding to ques-
tions associated with informational texts. Students need to understand that
when asked a “why question” (e.g., Why have many schools outlawed soft drink
sales?), they need to read, looking for specific reasons. It is not enough simply
to model the questions; students must understand what prompted you to ask
that specific question and the kind of information the question suggests.
Why? = For what reasons? What are the reasons?

How? = What was the process? What was the sequence?
What? = Definition (What is ?)
What? + signal word What are the benefits of ?
What was the reaction to ?
Question Frames
Strategy
Teaching students how to generate their own questions is an
important comprehension-enhancing element of structured silent
reading. Underprepared readers are often overly dependent on teach-
ers and have not learned to self-question as they read. According to
the research of Taffy Raphael,1 students who understand how ques-
tions are written are more capable of analyzing and answering them
than students who lack this understanding. One useful model,
derived from Bloom’s Taxonomy,2 was developed by Stiggins3 using
Question Frames for different levels of questions to provide initial
support for students during self-questioning:
Recall (Literal) (“I can put my finger on the answer in the text.”)
What is the name of ?
Define .
Identify the .
Who did ?
Analysis (Inferential) (“I combine my knowledge with the
author’s information to understand.”)
What is the main idea?
The most important part of is because .
The essential parts are .
Compare/Contrast (“I analyze similarities and differences.”)
Compare the motives of to those of .
What are the most important differences/similarities between
and ?
Prediction (“I predict based on the evidence so far.”)
What do you think will happen in the next ?
Predict what you think will do. Why?
What would happen if ?
Evaluation (“I make and defend judgments.”)
What is your opinion of ?
What is the best solution to the problem of ?
Defend why is a better solution than .
Question Frames are helpful when teaching diverse learners to

ask questions beyond simple recall/literal questions. Teacher
modeling and well-supported initial practice are key to assisting
all students in generating different types of questions.
1. Raphael, T. “Teaching Learners About Sources of Information for Answering Questions.”

Journal of Reading (1984), vol. 28(4), 303–311.
2. Bloom, B. Taxonomy of Educational Objectives. New York: Longmans, Green, 1956.
3. Stiggins, R. “Improving Assessment Where It Means the Most: In the Classroom.”
Educational Leadership (1985), 43, 69–74.
Vocabulary and Concept Development
Introduction
Vocabulary
To succeed in narrowing the language divide, a school-wide comprehensive
academic vocabulary program must include the following four components:
1. Fluent, wide reading. Vocabulary for academic purposes grows as a conse-
quence of independent reading of a variety of texts (in particular,
informational texts) and increasing reading volume.
2. Direct scaffolded teaching of critical words. Students learn new words
via various explicit, teacher-directed instructional strategies.
3. Teaching word-learning strategies. When taught the tools to exploit con-
text, analyze prefixes, and various other strategies, students can
independently learn new word meanings while reading independently.
4. Daily participation in structured, accountable contexts for daily speak-
ing and writing. Academic language develops when students are engaged
in rigorous and meaningful application of newly acquired vocabulary and
syntax in structured speaking and writing tasks.
The following group of worksheets, marked with the triangle icon, provide
concrete strategies for addressing many of these objectives for vocabulary
development:
• Preteaching Vocabulary: Convey Meaning

• Preteaching Vocabulary: Check Understanding
• Vocabulary Development
• Choosing Vocabulary Words
• Possible Sentences
• Word Analysis/Teaching Word Parts
• Assessing Vocabulary Mastery
Concept development goes hand in hand with vocabulary enrichment. The

following worksheets, also labeled with the triangle icon, provide strategies for
concept development:
• List-Group-Label
• Concept Mapping/Clarifying Routine
• Using Concept Maps
The remaining worksheets in Part 3, marked with the circle icon, offer
strategies for structuring academic discussion and writing.
Preteaching Vocabulary: Convey Meaning
Strategy
• If your goal is simply to familiarize students with a word to help them
recognize and comprehend it in a reading, follow steps 1–4.
1. Pronounce the word (and give the part of speech).
This article focuses on an ecstatic moment in a high school student’s life.
2. Ask students to all repeat the word.
Say the word ecstatic after me. (ec stat’ ic)
3. Provide an accessible synonym and/or a brief explanation.
Ecstatic means “extremely happy.”
4. Rephrase the simple definition/explanation, asking students to
complete the statement by substituting aloud the new word.
If you are extremely happy about something, you are (students say
ecstatic).
• If your goal is to familiarize students with a word that is central to
comprehending the reading and that you also want them to learn,
continue with step 5, then check for understanding.
5. Provide a visual “nonlinguistic representation” of the word (if possible)
and/or an illustrative “showing” sentence.
Showing image: a picture of a man happily in love.
Showing sentence: Julio was ecstatic when Melissa agreed to marry him.
Have students fill out a vocabulary worksheet as you preteach the words;
doing so involves them more directly and provides them with a focused
word list for later study and practice.
Sample Vocabulary Note-Taking
Definition/
Term Synonym Example Image
ecstatic, adj. extremely happy feeling very happy,

excited, or joyful
Julio was ecstatic

when Melissa agreed
to marry him.
distraught, adj. extremely worried and feeling very worried,

upset unhappy, or distressed
Mark was distraught to

learn that the camp bus
had left without him.
Preteaching Vocabulary: Check Understanding
Strategies
1. Focused Questions
Ask focused questions to see if students seem to grasp the word’s meaning (as
opposed to questions such as Any questions? Do you understand? or Is that
clear? ). Questions may be initially directed to the unified group for a thumbs-
up or thumbs-down response; to teams using Numbered Heads; or to pairs
using Think-Pair-Share, followed by questions to individuals.
• Would you be ecstatic if you won the lottery?

• Would you be ecstatic if you were assigned a 20-page report to
complete over the Spring break?
• Would you be ecstatic if you won two front-row tickets to a concert
given by your favorite band?
• Would you be ecstatic if your mother bought your favorite brand of
breakfast cereal?
2. Images
If the word is crucial (for the lesson and their academic vocabulary tool kit),
consider asking students to generate their own relevant images or examples.
• Turn to your partner and ask what has happened recently that made
him/her ecstatic. Or ask what would make him/her ecstatic. Be prepared
to share one example with the class.
• What other images might we associate with ecstatic? Think of one or
two, turn to your partner and discuss, and then be prepared to share
one of your images with the class.
Vocabulary Development
Strategies
Words that are new to students but that represent familiar con-
cepts can be addressed using a number of relatively quick
instructional tactics. Many of these (e.g., synonyms, antonyms,
examples) are optimal for prereading and oral reading, which call
for more expedient approaches.
Brief Strategies for Vocabulary Development (Stahl4)

• Teach synonyms. Provide a synonym that students know (e.g.,
link stringent to the known word strict ).
• Teach antonyms. Not all words have antonyms, but for those
that do, thinking about their opposites requires students to
evaluate the critical attributes of the words in question.
• Paraphrase definitions. Requiring students to use their own
words increases connection-making and provides the teacher
with useful informal assessment—“Do they really get it?”
• Provide examples. The more personalized the example, the
better. An example for the new word egregious might be Ms.
Kinsella’s 110-page reading assignment was egregious indeed!
• Provide nonexamples. Similar to using antonyms, providing
nonexamples requires students to evaluate a word’s
attributes. Invite students to explain why it is not an example.
• Ask for sentences that “show you know.” Students construct
novel sentences confirming their understanding of a new
word, using more than one new word per sentence to show
that connections can also be useful.
• Teach word sorting. Provide a list of vocabulary words from a
reading selection and have students sort them into various
categories (e.g., parts of speech, branches of government).
Students can re-sort words into “guess my sort” using
categories of their own choosing.
4. Stahl, S. A. Vocabulary Development. Cambridge, MA: Brookline Books, 1999.
Choosing Vocabulary Words
Strategies
Restrict your selections to approximately six to eight words that are critical to
comprehending the reading passage/segment you intend to cover in one
lesson (e.g., one Science chapter section; a three-page passage from a six-page
short story.)
• Choose “big idea” words that name or relate to the central concepts
addressed in the passage (in subject areas outside of English Language
Arts, these central lesson terms are typically highlighted by the publisher).
• Choose high-use, widely applicable “academic tool kit” words that
student are likely to encounter in diverse materials across subject areas
and grade levels (e.g., aspect, compare, similar, subsequently).
• Choose high-use “disciplinary tool kit” words for your subject area that
you consider vital for students to master at this age and proficiency level
(e.g., metaphor, policy, economic, application, species).
• Choose “polysemous” (multiple meaning) words that have a new
academic meaning in a reading in addition to a more general, familiar
meaning (e.g., “wave of immigrants” in U.S. History vs. a greeting or an
ocean wave).
• Identify additional academic words, not included in the reading selection,
that students will need to know in order to engage in academic discourse
about the central characters, issues, and themes (especially for literary
selections).
• Be careful not to overload students with low-frequency words that they are
unlikely to encounter in many academic reading contexts, especially
words that are not essential to comprehend the gist of the text.
Possible Sentences
Strategy
Possible Sentences (Moore and Moore6) is a relatively simple
strategy for teaching word meanings and generating considerable
class discussion.
1. The teacher chooses six to eight words from the text that may
pose difficulty for students. These words are usually key con-
cepts in the text.
2. Next, the teacher chooses four to six words that students are
more likely to know something about.
3. The list of ten to twelve words is put on the chalkboard or over-
head projector. The teacher provides brief definitions as needed.
4. Students are challenged to devise sentences that contain two or
more words from the list.
5. All sentences that students come up with, both accurate and
inaccurate, are listed and discussed.
6. Students now read the selection.
7. After reading, revisit the Possible Sentences and discuss

whether they could be true based on the passage or how they
could be modified to be true.
Stahl7 reported that Possible Sentences significantly improved

both students’ overall recall of word meanings and their compre-
hension of text containing those words. Interestingly, this was true
when compared with a control group and when compared with
Semantic Mapping.
6. Moore, P. W., and S. A. Moore. “Possible Sentences.” In E. K. Dishner, T. W. Bean, J. E.

Readence, and P. W. Moore (eds.). Reading in the Content Areas: Improving Classroom
Instruction, 2nd ed. Dubuque, IA: Kendall/Hunt, 1986, pp. 174–179.
7. Stahl, op. cit.
Word Analysis/Teaching Word Parts
Strategy
Word Analysis/Teaching Word Parts helps many underprepared
readers who lack basic knowledge of word origins or etymology, such
as Latin and Greek roots, as well as discrete understanding of how a
prefix or suffix can alter the meaning of a word. Learning clusters of
words that share a common origin can help students understand
content-area texts and connect new words to those already known.
For example, a secondary teacher (Allen8) reported reading about a
character who suffered from amnesia. Teaching students that the
prefix a- derives from Greek and means “not,” while the base -mne-
means “memory,” reveals the meaning. After judicious teacher scaf-
folding, students were making connections to various words in
which the prefix a- changed the meaning of a base word (e.g.,
amoral, atypical).
The charts below summarize some of the affixes worth consider-
ing, depending on your students’ prior knowledge and English
proficiency.
Percentage of All
Prefix Meaning Prefixed Words Example
un- not; reversal of 26 uncover
re- again, back, really 14 review
in-/im- in, into, not 11 insert
dis- away, apart, negative 7 discover
en-/em- in; within; on 4 entail
mis- wrong 3 mistaken
pre- before 3 prevent
a- not; in, on, without 1 atypical
Percentage of All
Suffix Meaning Suffixed Words Example
-s, -es more than one; verb marker 31 characters, reads,
reaches
-ed in the past; quality, state 20 walked
-ing when you do something; 14 walking
quality, state
-ly how something is 7 safely
-er, -or one who, what, that, which 4 drummer
-tion, -sion state, quality; act 4 action, mission
-able, -ible able to be 2 disposable, reversible
-al, -ial related to, like 1 final, partial
8. Allen, J. Words, Words, Words: Teaching Vocabulary in Grades 4–12. York, ME: Stenhouse, 1999.
© by Savvas Learning company LLC All rights reserved. 345Kit

Reading
Assessing Vocabulary Mastery
Strategies
Following are three meaningful and alternative assessment
formats that require relatively little preparation time:
1. Select only four to six important words and embed each in an
accessible and contextualized sentence followed by a semicolon.
Ask students to add another sentence after the semicolon that
clearly demonstrates their understanding of the underlined
word as it is used in this context. This assessment format will
discourage students from rote memorization and mere recycling
of a sample sentence covered during a lesson.
Example: Mr. Lamont had the most eclectic wardrobe of any
teacher on the high-school staff.
2. Present four to six sentences, each containing an underlined
word from the study list, and ask students to decide whether
each word makes sense in this context. If yes, the student must
justify why the sentence makes sense. If no, the student must
explain why it is illogical and change the part of the sentence
that doesn’t make sense.
Example: Mr. Lamont had the most eclectic wardrobe of any
teacher on the high-school staff; rain or shine, he wore the same
predictable brown loafers, a pair of black or brown pants, a
white shirt, and a beige sweater vest.
3. Write a relatively brief passage (one detailed paragraph) that
includes six to ten words from the study list. Then, delete these
words and leave blanks for students to complete. This modified
cloze assessment will force students to scrutinize the context
and draw upon a deeper understanding of the words’ meanings.
Advise students to first read the entire passage and to then
complete the blanks by drawing from their study list. As an
incentive for students to prepare study cards or more detailed
notes, they can be permitted to use these personal references
during the quiz.
Because these qualitative and authentic assessments require

more rigorous analysis and application than most objective test
formats, it seems fair to allow students to first practice with the
format as a class exercise and even complete occasional tests in a
cooperative group.
List-Group-Label
Strategy
List-Group-Label (Taba5) is a form of structured brainstorming
designed to help students identify what they know about a con-
cept and the words related to the concept while provoking a
degree of analysis and critical thinking. These are the directions to
students:
1. Think of all the words related to .

(a key “big idea” in the text)
2. Group the words listed by some shared characteristics or
commonalities.
3. Decide on a label for each group.
4. Try to add words to the categories on the organized lists.
Working in small groups or pairs, each group shares with the

class its method of categorization and the thinking behind its
choices, while adding words from other class members. Teachers
can extend this activity by having students convert their organized
concepts into a Semantic Map that becomes a visual expression of
their thinking.
List-Group-Label is an excellent prereading activity to build on
prior knowledge, introduce critical concepts, and ensure attention
during selection reading.
5. Taba, H. Teacher’s Handbook for Elementary Social Studies. Reading, MA: Addison-Wesley,
1988.

Reading
Concept Mapping/Clarifying Routine
Strategies
Research by Frayer et al.9 supports the strategy of teaching by
Concept Mapping:
1. identifying the critical attributes of the word.
2. giving the category to which the word belongs.
3. discussing examples of the concept.
4. discussing nonexamples.
Others have had success extending this approach by guiding stu-
dents through representation of the concept in a visual map or
graphic organizer. The Clarifying Routine, designed and researched by
Ellis,10 is a particularly effective example:
1. Select a critical concept/word to teach. Enter it on a graphic clarify-
ing map like the sample for satire.
2. List the clarifiers or critical attributes that explicate the concept.
3. List the core idea—a summary statement or brief definition.
4. Brainstorm for knowledge connections—personal links from stu-
dents’ world views/prior knowledge (encourage idiosyncratic/
personal links).
5. Give an example of the concept; link to clarifiers: “Why is this an
example of ?”
6. Give nonexamples. List nonexamples: “How do you know
is not an example of ?”
7. Construct a sentence that “shows you know.”
Term: SATIRE
Core Idea: Any Work That Uses Wit to Attack Foolishness
Example Clarifiers Knowledge Connections
• A story that exposes the acts of • Can be oral or written. • Political cartoons on the
corrupt politicians by making fun • Ridicule or expose vice editorial pages of our
of them in a clever way. paper
Nonexample • Can include irony, exag- • Stories TV comics tell to
• A story that exposes the acts of geration, name-calling, make fun of the President—
corrupt politicians through understatement. as on Saturday Night Live
factual reporting
• Are usually based on a • My mom’s humor at dinner
Example sentence real person or event. time!
• Charles Dickens used satire to
expose the problems of common
folks in England.
9. Frayer, D. A., W. C. Frederick, and H. J. Klausmeier. A Schema for Testing the Level of
Concept Mastery (Technical Report No. 16). Madison, WI: University of Wisconsin
Research and Development Center for Cognitive Learning, 1969.
10. Ellis, E. The Clarifying Routine. Lawrence, KS: Edge Enterprises, 1997.
Using Concept Maps
Strategies
Students benefit from graphic presentations of the connections between the
ideas they are learning. Each Unit Resources booklet includes Concept Maps—
graphic organizers that illustrate the logical relationship among the skills taught
in a Part or a Unit. In Grades 6 through 10, the Concept Maps focus on the
Literary Analysis, Reading Skill, and Academic Vocabulary skills in each Part. In
Grades 11 and 12 and in World Masterpieces, each Map connects the Literary
Analysis skills in a Unit to the trends and themes of the period covered.
Steps
1. Review the Concept Map and identify the skills you will cover.
2. Distribute copies of the Concept Map to students. Identify those skills and
concepts you will teach and have students circle or otherwise note them.
Elicit from students any prior knowledge they may have about the ideas you
have introduced. In addition, you may wish to ask them about their own
interests in connection with the ideas. In later classes, you can make con-
nections to students’ prior knowledge and interests as relevant.
3. Briefly note the connections between ideas on the Concept Map. For exam-
ple, you might explain that the “Big Picture” or “Main Idea” in the Part is
the short story. Using the Concept Map, explain that a plot is an important
part of a short story.
4. Emphasize for students that the skills you have identified represent a goal
for the class: Everyone will be working toward mastery of those skills.
5. In succeeding lessons, refer students to their Concept Maps at appropriate

junctures. As you introduce a selection, review the relevant portion of the
Concept Map with students so that they clearly grasp the goals you are setting.
6. As you conclude teaching the selection, review the Concept Map with stu-
dents to see how the skills are connected with other concepts they have
learned. Have students add the name of the selections they have completed to
the appropriate blanks. Have students log the additional assignments they
complete, such as Extension Activities, in the Learning Log on the chart.
7. As you conclude instruction for a Part or for a Unit, review with students
the skills they have covered and the logical connections among the skills.
Grateful acknowledgment for the idea of the Concept Map is made to B. Keith Lenz and Donald D.
Deshler, who develop the idea in their book Teaching Content to All: Evidence-Based Inclusive Practices in
Middle and Secondary Schools (New York: Savvas Learning Company LLC., 2004).

Reading
Idea Wave
Strategy
• Students listen while the teacher poses a question or task.
• Students are given quiet time to consider what they know about the topic
and record a number of possible responses. This may be a simple list of
words and phrases or a focused quick-write. It is also helpful to provide
students with a series of response prompts to complete prior to being
asked to share aloud. In this way, less proficient academic language users
will have a linguistic scaffold to bolster their linguistic output along with
their confidence in sharing aloud.
For example, if students are being asked to make predictions about what
will happen in the next chapter of The Joy Luck Club, they might be
provided with these sentence prompts to complete:
I predict that Waverly’s mother will be (disappointed in / proud of) her
daughter’s behavior because . . .
Based on Waverly’s relationship with her mother, I assume that her mother
will react very (positively / negatively) because . . .
• The teacher whips around the class in a relatively fast-paced and
structured manner (e.g., down rows, around tables), allowing as many
students as possible to share an idea in 15 seconds or less.
• After several contributions, there tends to be some repetition. Students
point out similarities in responses using appropriate language strategies
(e.g., My idea is similar to / related to . . .), rather than simply stating that
their ideas have already been mentioned. This fosters active listening and
validation of ideas.
• The teacher can record these ideas for subsequent review or have
students do a quick-write summarizing some of the more interesting
contributions they heard during the discussion.
Numbered Heads and Think-Write-Share-Pair
Strategies
Numbered Heads
• Students number off in teams, one through four.
• The teacher asks a series of questions, one at a time.
• Students discuss possible answers to each question for an established
amount of time (about 30 seconds to 90 seconds, depending on the
complexity of the task).
• The teacher calls a number (1–4), and all students with that number raise
their hand, ready to respond.
• The teacher randomly calls on students with the specified number to
answer on behalf of their team.
• Students are encouraged to acknowledge similarities and differences
between their team’s response and that of other teams (e.g., We predicted
a very different outcome. Our reaction was similar to that of Ana’s group.).
• The teacher continues posing questions and soliciting responses in this
manner until the brainstorming or review session is finished.
Think-Write-Pair-Share
• Students listen while the teacher poses a question or a task.
• Students are given quiet time to first answer the question individually in
writing.
• Students are then cued to pair with a neighbor to discuss their responses,
noting similarities and differences. Students encourage their partners to
clarify and justify responses using appropriate language strategies:
How did you decide that?
In other words, you think that . . .
• It is often helpful to structure the roles (first speaker, first listener) and
designate the time frames:
First speakers, you have 90 seconds to share your answers with your partner.
• After rehearsing responses with a partner, students are invited to share
with the class.
• The teacher asks a series of questions, one at a time.
• Students discuss possible answers to each question for an established
amount of time (about 30 seconds to 90 seconds, depending on the
complexity of the task).

Reading
Clear Assignment Guidelines
Strategy
Students who bring special learning needs to the writing
process are more likely to internalize the assignment expectations
if the task is first clearly outlined on the board or in a handout.
They must, in turn, hear the assignment described and, subse-
quently, have the opportunity to paraphrase what they
understand the actual assignment expectations to be—ideally,
orally to a partner and in writing to the teacher. If all students are
then encouraged to turn in two clarification questions about the
assignment, less proficient writers will have a safe and structured
venue for monitoring their comprehension and articulating
instructional needs. In so doing, passive or apprehensive students
are more likely to vocalize any misunderstandings about the task
in a timely and responsible manner, rather than realizing the
night before the paper is due that they are unsure how to proceed.
Sample Description of a Writing Assignment
Writing Assignment Guidelines:

A Color That Has Special Significance
Write a detailed expository paragraph providing specific reasons that your chosen color
has special meaning in your life. Your justification paragraph must include these qualities
of effective expository writing:
• An appropriate title (e.g., Jade Green: A Link to My Heritage)
• A topic sentence that lets the reader know that you will be discussing the relevance of a
particular color to specific aspects of your life
• Transition words that introduce each of your new points about your chosen color (e.g.,
first of all, in addition, furthermore, moreover)
• Specific reasons for selecting this color, including details and relevant commentary that
help the reader easily understand the color’s special significance
• A visible effort to include new vocabulary from this unit
• An effort to use subordinating conjunctions to join related ideas
• A concluding statement that thoughtfully wraps up your paragraph
• Proofreading goals for the final draft:
–complete sentences (no fragments or run-on sentences)
–correct verb tenses
–correct spelling
Your first draft is due on . Please bring two copies of your
draft for a peer-response session
Using Sentence Starters
Strategy
As demonstrated in your Prentice Hall Literature Teacher’s
Edition, one concrete way to structure linguistic equity and to
scaffold the vocabulary demands of a challenging writing assign-
ment is to provide students with an array of sentence starters,
including practical vocabulary options relevant to the specific writ-
ing task and topic. Another equally important scaffold for students
writing in a second language or second dialect is a word-form
chart that highlights important forms of a base word germane to
the assignment.
Following is a list of sentence starters and a relevant word-form
chart for a writing assignment on a personally significant color.
Sentence Starters to Discuss a Color You Value

is my favorite color because I associate it with . (my future
career, my love of nature, my personality, my hobby)
This color reflects/represents/is associated with my interest in . (salsa
dancing, R & B music, physical fitness, environmental protection)
This color symbolizes/is a symbol of . (my culture, my ethnicity)
I have included/selected/chosen the color because .
The color is meaningful/valuable/significant to me because .
I appreciate/value/like/am fond of the color because/since .
Sample Word-Form Chart
Noun Adjective Verb Adverb
symbol symbolic symbolize symbolically

meaning meaningful meaningfully
value valuable value valuably
relevance relevant relevantly
importance important importantly
relationship related relate
association associated associate
significance significant signify significantly
preference preferred; prefer preferably
preferable
fondness fond fondly

Reading
Professional Development
Articles
The Literacy Challenge of Diverse Learners
Introduction
The number of children in the country who can be classified
as diverse learners because of the special circumstances they
bring to public education is growing at a pace that currently
outstrips educators’ abilities to keep up. Unless significant
educational changes are made in response to the dramatic
changes occurring in classrooms throughout the country,
including the development and utilization of instructional
strategies that address the needs of diverse learners, the
number of children who “fall through the cracks” in public
education will continue to rise.1
The 2000 census confirmed what demographers had been doc-
umenting for the previous decade: America is more diverse than
ever. Certainly, the diversity of our population is a significant
asset to our nation in many ways; however, it also places consider-
able stress on our educational system to effectively accommodate
the range of learning needs found in students today. A typical
high-school classroom includes students who are diverse in terms
of their experiential, linguistic, cultural, socioeconomic, and psy-
chological backgrounds. The range of student needs, interests,
motivation, and skill levels often presents heightened challenges to
both curriculum and instruction. It should be clearly acknowl-
edged that the individual needs of some students require
additional specialized support in basic reading skills, English lan-
guage development, study skills, and behavioral/emotional/social
domains. However, the goal of a comprehensive Language Arts
program remains the provision of “universal access” for all stu-
dents to an intellectually rich and challenging language arts
curriculum and instruction, in addition to whatever specialized
intervention may be required.
Universal access exists when teachers provide curriculum
and instruction in ways that allow all learners in the classroom
to participate and to achieve the instructional and behavioral
goals of general education, as well as of the core curriculum.
Teachers will succeed in providing universal access if they
teach in heterogeneous, inclusive classrooms and consistently
1. Kame’enui, Edward, and Douglas Carnine. Effective Teaching Strategies That Accommodate
Diverse Learners. Upper Saddle River, NJ: Prentice Hall, 1998.
and systematically integrate instructional strategies that are
responsive to the needs of typical learners, gifted learners, less
proficient readers, English language learners, and students who
are eligible for and receiving special education services.
Although each student population represented in the classroom
may require specific interventions and supports, these learner
populations also share many common characteristics, such as the
need to build on prior knowledge, the need for systematic vocabu-
lary development, and the need for systematic instruction in
strategic reading approaches, to name a few key curricular and
instructional areas. Through identification of these shared needs
and the implementation of teaching and learning strategies
responsive to these needs, the general education teacher, with the
support of specialists and other staff, can make significant
inroads in designing inclusive lessons that are responsive to the
learning and behavioral needs of all learners.
This book provides numerous suggestions to assist teachers
in designing English Language Arts lessons that strive for univer-
sal access. The suggestions focus specifically on the instructional
needs of students who are less proficient readers, students who
are English language learners, and students with identified special
education needs. The next section describes the reading process
and what it takes to be a proficient reader. The remaining sections
explore the specific needs of the three focus student populations:
English language learners, less proficient readers, and students
with special education needs.

Reading
The Reading Process
A clear consensus has emerged in the field of reading educa-

tion supporting the notion that reading is a complex process of
constructing meaning from text. Successful readers must bring an
array of interrelated skills, knowledge, and strategies together in
order to understand written English. Skillful readers are able to
decode the words accurately and fluently, connect their meanings
to prior knowledge, and continually monitor their emerging under-
standing as they read. In other words, successful readers are
active, thoughtful, and strategic learners able to make meaning
from what they are reading.
Factors That Affect Reading Success

Successful reading is largely determined by the elaborate
interaction of four factors: learner characteristics, skill and
instructional variables, demands of the text, and nature of the
classroom environment. To better understand these elements, we
will examine each in turn, as well as the way they interact to
affect successful reading.
Learner Characteristics
Each learner brings unique characteristics to the learning
experience. For example, students who are less proficient readers
may experience attention and memory issues that make reading
especially challenging. English language learners may be highly
capable students who, because of limited vocabulary or experi-
ences in their new country, lack the schema for understanding the
ideas encountered in text. Students with disabilities may experi-
ence cognitive, behavioral/social, and/or physical challenges that
make the development of reading skill more challenging.
Skill and Instructional Factors

Reading success is largely determined by the particular skills
an individual reader brings to the reading act. For example, the
ability to fluently and accurately decode the words in a given read-
ing selection is a necessary but not sufficient condition for
successful reading. In addition, the ability to activate and build
prior knowledge along with the related ability to connect what one
is reading to existing knowledge are essential for proficient com-
prehension. Moreover, comprehension is significantly determined
by a student’s level of English acquisition, vocabulary, and skillful
use of various reading comprehension strategies such as summa-
rization or self-questioning.
An essential personal aspect of successful reading is the extent
to which a reader is actively engaged in the reading, has a clear
purpose for reading, and is interested in the content being
explored. Skillful readers have learned helpful mental habits such
as perseverance, managing and directing attention, being aware of
and monitoring their thoughts and feelings as they read. Skilled
readers are active participants in the reading act—reading is not a
spectator sport.
Instructional interventions provided in the classroom play a
significant role in students’ development of these skills. Explicit,
systematic instruction in decoding and fluency, the incorporation
of activities that build and enhance prior knowledge, the provision
of explicit vocabulary instruction, and the direct teaching, model-
ing, and practicing of comprehension strategies will lead to
students’ skill development and their enhanced engagement and
interest in the complexities of the reading act.
Text-Based Factors
It is immediately apparent that the types of texts encountered
by students vary widely and create different levels of challenge for
different readers. Just as the make and model distinguish one
automobile from another, text-based factors differentiate one text
from another. While some of these factors may be largely cosmetic
in nature, others, such as sentence length, novel vocabulary, den-
sity of the concepts, or clarity of the organizational pattern, can
have a significant influence on reader comprehension. For exam-
ple, the presence of well-designed reader aids, including pictures,
charts, graphs, and focus questions, can provide additional sup-
port to naive readers.
Perhaps the most fundamental distinction in text-based factors
affecting reading success is that of narrative (story) reading vs.
expository (informational) reading. Expository texts are generally
written to inform or persuade the reader using very different orga-
nizational patterns from those typically utilized in narratives. For
example, information in content-area reading, such as in science
and social studies, is often arranged according to structures such
as chronological sequence, comparison and contrast, cause and
effect, main idea and supporting details, and so forth. Many stu-
dents are quite comfortable reading stories but find themselves ill
equipped to deal with the demands of informational content-area
texts.
Classroom Environment
The classroom environment affects everything and everyone
within it, including the nature of the reading/literacy program.
Specifically, the classroom environment can be viewed as com-
posed of both physical and social-psychological dimensions.

Reading
Research suggests that students learn best in a friendly, respect-
ful setting where
• they feel a sense of safety/order and are comfortable taking
risks.
• they understand the purpose of and value the tasks at hand.
• they have high expectations/goals for learning.
• they feel accepted by their teacher and peers.
These general factors are of particular import when thinking
about what accounts for successful reading. Students will often
have significant gaps in their skill, knowledge, proficiency in
English, and be self-conscious concerning their lagging literacy.
It is important to be respectful and truthful with students
about what it will take to significantly improve their abilities in the
Language Arts: It takes PRACTICE, and lots of it. Literacy cannot
be “done to” students—it is a collaborative enterprise that is “done
with” students. To be sure, teachers provide excellent direct
instruction, guided practice, specific feedback, coaching, and
more, yet students must understand their roles as active self-
directed learners. The intentional design of a caring yet “on
purpose” classroom climate creates the condition within which the
hard work of improving literacy can take place.
Summary
Understanding that successful reading comprises a complex
interaction of factors—learner, skills and instruction, text, and
environment—provides a template for thinking about how class-
rooms can provide universal access to a rich core curriculum for
the diverse range of learners in today’s high-school classrooms.
Secondary students need a balanced Language Arts program
based on their individual needs. All students require a firm foun-
dation in fluent/automatic decoding, broad background knowledge
of various subjects, ever-expanding vocabularies, all coupled with
an array of comprehension strategies to fit the purpose for reading
as well as the type of text being read.
In the following section, we examine strategies for developing
lesson plans that support diverse learners in meeting rigorous
grade-level standards in the Language Arts.
English Language Learners
The number of immigrant, migrant, and refugee students in the

United States who have little knowledge of the English language is
growing exponentially. In fact, students who are learning English
as an additional language are the fastest-growing segment of the
school-age population. While the number of English language
learners (ELLs) nationwide has skyrocketed, their academic
achievement trails behind that of their native English-speaking
peers. National studies of English language learners have shown
that they are likely to come from disadvantaged socioeconomic
backgrounds, attend low-income schools, and have parents with
limited English proficiency. These students are also judged by
their teachers to have weaker academic abilities, receive lower
grades, and score well below their classmates on standardized
tests of mathematics and reading.1 Moreover, in a large-scale
California study, secondary schools reported that even long-term
resident ELLs entered high school with only fourth to sixth grade
academic competencies.2
Differential Preparation for Second-Language Schooling

Secondary-school curricula are based on assumptions about
basic reading and writing skills and elementary subject matter
foundations. However, the growing population of secondary
English language learners is tremendously diverse, particularly
with regard to their educational backgrounds. These students
enter U.S. schools with varying degrees of curricular preparation
and a vast range of language proficiencies, in English and their
native language. At times, it may seem that the one thing these
diverse students have in common is the need to accelerate their
English language and literacy acquisition in order to participate
more fully in their secondary schooling.
Although some have parents with impressive levels of formal
education and professional job experiences, many come from less
privileged families, challenged by limited functional literacy even
in their native language. Newcomers from war-torn regions and
rural areas of developing countries are apt to arrive severely
under-schooled, with fragmented native language literacy training
and weak subject matter foundations.
1. Moss, M., and M. Puma. Prospects: The Congressionally Mandated Study of Educational
Growth and Opportunity. Washington, DC: U.S. Department of Education, 1995.
2. Minicucci, C., and L. Olsen. “Programs for Secondary Limited English Proficiency
Students: A California Study.” Focus, Vol. 5. Washington, DC: National Clearinghouse for
Bilingual Education, 1992.

Reading
These youths predictably require compassion, considerable time,
and patient modeling simply to adjust to basic school routines
and expectations before they can ever begin to concentrate on
phonemic awareness lessons, let alone literary analysis.
On the other hand, more fortunate immigrant youths have ben-
efited from rigorous and sustained elementary schooling in their
native country and make the transition to American classrooms
more effortlessly. Literate in their home language, these second-
language learners have already internalized critical scripts for
schooling and often function above equivalent grade levels in math
or science. However, these traditionally educated newcomers still
face a daunting transition to daily instruction in a language they
have only begun to study, along with curriculum content, teaching
practices, and skills that may not have been emphasized in their
native schooling.
Our secondary schools also serve increasing numbers of stu-
dents who have been raised and educated entirely in the United
States but who speak a language other than English at home.
These continuing English language learners were either born in
the United States or arrived here as very small children. Many of
these long-term U.S. residents are not literate in their home lan-
guage and remain struggling English readers well into the upper
grades and beyond. They may demonstrate a comfortable handle
on the social domain of both languages but flounder with grade-
level reading and writing tasks.
In summary, with regard to prior schooling, secondary English
language learners tend to fall into one of three general and fre-
quently overlapping categories:
1. Recent adolescent immigrants who have received continuous
native language schooling prior to immigration to the United
States and are prepared with relatively strong academic and
study skills to apply to new subject matter
2. Language minority students continuing into secondary schools
from U.S. elementary schools with insufficient English fluency
and literacy to compete in challenging academic areas
3. Immigrant, refugee, and migrant students with sporadic or no
prior schooling who consequently enter lacking basic literacy
and elementary curricular foundations.
Second-Language Literacy Development

Statistics on the academic achievement of English language
learners demonstrate a dire need for informed attention devoted
to literacy, the cornerstone of all academic abilities.
Nonetheless, given the extreme variability in these students’ edu-
cational histories, they must be offered different pathways to
eventual academic success. One approach to literacy instruction
will not fit all English language learners. However, the instruc-
tional practices outlined in this chapter and throughout this
manual should greatly assist them in participating more fully in a
heterogeneous secondary Language Arts classroom.
Those with significant gaps in their elementary educational
backgrounds will require a thoughtful and sustained literacy
intervention program, complemented by a substantive and pro-
tracted English language development program. Their acute and
compelling academic needs cannot be accommodated solely within
the confines of the general education Language Arts classroom, an
after-school tutorial, or a reading intervention program.
Similarly, literate and academically prepared newcomers will
still need a viable English language development program to
enable them to transfer the knowledge and skills they acquired in
their native language schooling to the curricula they are studying
in the United States. Literate adolescents who are virtual begin-
ners in English will also benefit from a separate reading support
class, to help them readily acquire the basic phonology, morphol-
ogy, and syntax of English and to more efficiently transfer the
reading skills they have already mastered in their native language.
Students who can already read relatively fluently in their first lan-
guage will make an easier transition to English decoding than
bilingual classmates who are nonreaders. These literate second-
language learners will therefore need to move more rapidly than
struggling ELL readers, from initial skill-building lessons that
focus on decoding, word recognition, and pronunciation to ex-
plicit instruction in comprehension strategies such as prediction,
questioning, and summarizing that will help them deal
more productively with the reading demands of content-
area classrooms.
Reading in a Second Language

Research findings suggest that reading processes in a second
language are not significantly different from those in a first lan-
guage.3 For example, both rely on the reader’s background
knowledge regarding the topic and text structure to construct
meaning, and both make use of cueing systems (graphic,
3. Grabe, W. “Current Developments in Second Language Reading.” TESOL Quarterly (1991),

25, 375–406.

Reading
syntactic, phonological, semantic) to allow the reader to predict
and confirm meaning.
While literacy processes in first and second languages may be
quite similar, two crucial areas of difference must be addressed.
First, initial reading and writing in English will be slower and
more painstaking for second-language learners because of their
lack of overall fluency. The second-language learner is often in the
process of acquiring basic oral language while simultaneously
developing literacy skills in English. Limited proficiency in a sec-
ond language can cause a proficient reader in the native language
to revert to poor reading strategies, such as reading word by word.
Also, some students may not even have the native language liter-
acy skills to transfer concepts about print and strategies to the
second language.
Secondly, ELL students are likely to have less prior knowledge
and relevant vocabulary to process new information while reading
academic English assignments. Furthermore, readers’ background
knowledge is often culture-bound and may not match the content
needed for a given reading text. ELL students with a limited range
of personal and educational experiences on a reading topic will
therefore have little to draw upon to construct meaning from a
selection even if they are able to accurately decode.
Academic Language Development

Many adolescent ELL students come to school with sufficient
social language for everyday classroom interactions yet are
severely lacking in the academic English foundations to tackle a
poem or follow the instructions on a standardized test. This is
because academic vocabulary is primarily developed through
school-based reading and repeated exposure during content-based
classroom activities.
The average native English-speaking student enters elementary
school with an internalized understanding of the syntax and
phonology of English, plus a working vocabulary of several
thousand words. This vocabulary base is enhanced each year
through new school experiences and reinforced in home and
community settings. In striking contrast, the language minority
student enters U.S. schooling with a tenuous grasp of the
phonology and syntax of the English language, a scant working
English vocabulary, and rare opportunities for practice and
expansion of this knowledge outside the classroom. As a
consequence, they must develop content-specific language and
literacy skills along with conceptual foundations, all the while
competing with native English-speaking classmates who may
also be challenged by grade-level Language Arts curricula, but
who at least operate from a relatively firm foundation in basic aca-
demic English and years of exposure to high-frequency social
English vocabulary.
Implications for English Language Arts Instruction

A number of implications for instruction can be drawn
from these descriptions of the academic language and literacy
challenges of ELL students. Novice English readers will require
extensive and dynamic instructional “front-loading” in order to
effectively grapple with challenging literacy tasks. Teachers all too
often concentrate their energies on the damage-control phase,
when it becomes clear that students either failed to comprehend
or felt too overwhelmed to even try to tackle a reading task.
Explaining critical concepts and language after the fact does little
to engender reader confidence or competence for the next task.
The students may walk away with a better grasp of the plot devel-
opment in The Joy Luck Club but have no sense of how to proceed
with the next chapter. Instead, conscientious literacy mentors
essentially “teach the text backwards” by devoting far more
instructional time to the preparation and guidance phases of les-
sons. Since a second-language reader may be approaching an
assignment with impoverished background knowledge and weak
English vocabulary, it makes sense to concentrate on classroom
activities that build strong conceptual and linguistic foundations,
guide them into the text organization, model appropriate compre-
hension strategies, and provide a clear purpose for reading. This
responsible preparation will in turn help to create the kind of nur-
turing affective and cognitive arena that communicates high
expectations for their literacy development and encourages them
to persist and take risks.
Instructional Considerations When Preparing Lessons to Support English

Language Learners
All of the instructional practices detailed in Part 3 of this
booklet will support ELL students in making strides in their
second-language literacy development and in becoming vibrant
members of the classroom community of learners. Following are
some additional reminders of ways in which you can support ELL
students at various stages of your lesson planning to deal more
productively with the reading and writing demands of English
Language Arts curricula.

Reading
Phase 1: Preteach
• Pull out a manageable number of key concepts.
• Identify vocabulary most critical to talking and learning about
the central concepts. Don’t attempt to cover all of the
vocabulary words you anticipate they will not know. Do more
than provide synonyms and definitions. Introduce the
essential words in more meaningful contexts, through simple
sentences drawing on familiar issues, people, scenarios, and
vocabulary. Guide students in articulating the meanings of
essential terms through these familiar contexts and hold them
responsible for writing the definitions in their own words.
• Present key words when they occur within the context of the
reading selection or activity. Make the words as concrete as
possible by linking each to an object, photo, drawing, or
movement.
• Post the new essential vocabulary in a prominent place in the
classroom to create a word bank of organized lesson
terminology.
• Examine your lesson to see what types of language functions
students will need to participate in various activities. For
example, if they are being asked to make predictions about
upcoming paragraph content in an essay based on transition
words (e.g., therefore, in addition, consequently), students will
need to be taught some basic sentence patterns and verbs to
express opinions (e.g., “I predict that . . .”; “Based on this
transition word, I conclude that . . .”). If being asked to agree
or disagree with the arguments in a persuasive article,
students will need to learn some sentence patterns and verbs
to convey agreement or disagreement (e.g., “I don’t agree with
the author’s argument that adolescents don’t have a work
ethic because . . .”).
• Engage students in prereading activities that spark their
curiosity and involve them in all four language modes.
• Assess students’ prior knowledge related to key concepts
through participation structures and collaborative group
discussions with realia (e.g., photographs, objects) serving as
a visual trigger.
• Utilize realia and visuals needed to make the concepts less
abstract.
• Use multimedia presentations such as CD-ROM and videos to
familiarize students with the plot, characters, and themes of a
narrative text prior to reading, but don’t use it as a
replacement for reading.
• Provide a written and oral synopsis of the key content prior to
actually asking students to read a selection if the sentence
structures and vocabulary are particularly demanding.
• Use graphic organizers and semantic maps to help students
grasp the central content in an accessible manner prior to
reading.
• Lead a quick text prereading, or “text tour,” focusing student
attention on illustrations; chapter title and subtopics; boldface
words; summary sections; and connection of chapter to
theme, previous chapters, activities, and concepts.
• When possible, build in opportunities for “narrow reading,”
allowing students to read more than one selection on the
same topic, to build concept and vocabulary recognition that
will support their reading more fluently and confidently.
Phase 2: Teach
• Clearly establish a reading purpose for students prior to
assigning a manageable amount of text.
• Describe and model strategies for navigating different kinds of
text. Provide a convincing rationale for each new strategy and
regularly review both the purpose and process.
• Familiarize students with a manageable tool kit of reading
comprehension and study strategies and continue practicing
these selective strategies. In this way, students end the school
year with a viable approach unattainable through sporadic
practice with a confusing array of new reading behaviors.
• Introduce a new strategy using a text that isn’t too difficult in
order to build credibility for the strategy and ensure student
success. Otherwise, if a selection is too difficult and the
strategy fails to deliver for students, they will have little faith
in experimenting with the new strategy on future texts.
• Whenever possible, get students physically involved with the
page, using highlighters, self-sticking notes, and a small piece
of cardboard or heavy construction paper to focus and guide
their reading from one paragraph or column to the next.

Reading
• Alternate between teacher-facilitated and student-dominated
reading activities.
• Do “think-aloud” reading to model your cognitive and
metacognitive strategies and thought processes.
• Assign brief amounts of text at a time and alternate between
oral, paired, and silent reading.
• Guide students through the process of reading and
comprehending a passage by reading aloud to them and
assisting them in identifying the text organization and
establishing a clear reading purpose.
• Allow students to read a passage while listening to an
audiotape recorded by a classmate, cross-age tutor, or parent
volunteer.
• Have students engage in “repeated readings” of the same brief
passage to build word recognition, fluency, and reading rate.
• Provide some form of study guide in order to focus their
reading on the critical content and prevent them from getting
bogged down with nonessential details and unfamiliar
vocabulary. A partially completed outline or graphic organizer
is more task based and manageable than a list of questions to
answer, which often results in simple scanning for content
without really reading and comprehending material.
• Demonstrate your note-taking process and provide models of
effective study notes for students to emulate.
Phase 3: Assess
• Prepare both text-based and experientially based questions,
which lead students from simply getting the gist of a selection
to establishing a personal connection to the lesson content.
• Build in task-based and authentic assessment during every
lesson to ensure that ELL students are actually developing
greater proficiency with new content and strategies. Quick
writes, drawings, oral and written summaries, and collabo-
rative tasks are generally more productive indicators of lesson
comprehension than a closing question/answer session.
• Provide safe opportunities for students to alert you to any
learning challenges they are experiencing. Have them submit
anonymous written questions (formulated either
independently or with a partner) about confusing lesson
content and process, and then follow up on these points of
confusion at the end of class or in the subsequent class
session.
• Ask students to end the class session by writing 3–5 outcome
statements about their experience in the day’s lesson,
expressing both new understandings and needs for
clarification.
• Make sure that assessment mirrors the lesson objectives. For
example, if you are teaching students how to preread
expository text, it isn’t relevant to assess using comprehension
questions. A more authentic assessment of their ability to
apply this strategy would be to provide them with a photocopy
of an expository selection and ask them to highlight and label
the parts one would read during the actual prereading
process. It would be relevant, however, to ask them to identify
two reasons for engaging in a text prereading before tackling
the entire selection.
• Build in opportunities for students to demonstrate their
understandings of texts that draw upon different language
and literacy skills: formal and informal writing assignments,
posters, small-group tasks, oral presentations, and so on.
• Don’t assign ELLs tasks that require little or no reading or
lesson comprehension. For example, don’t allow them to
simply draw a picture while other students are writing a
paragraph. Instead, make sure that you have adequately
scaffolded the task and equipped them with a writing frame
and model to guide them through the process. While one
might argue that this is multimodal and tapping into multiple
intelligences, it is actually conveying expectations for their
development of academic competence in English.
• Make sure that students understand your assessment criteria
in advance. Whenever possible, provide models of student
work for them to emulate, along with a nonmodel that fails to
meet the specified assessment criteria. Do not provide
exemplars that are clearly outside their developmental range.
While this may be an enriching reading task, it will not serve
as a viable model. Save student work that can later serve as a
model for ELLs with different levels of academic preparation.

Reading
• Develop accessible and relevant rubrics for various tasks and
products that are customized to the task rather than generic
assessment tools. Introduce a rubric in tandem with
exemplars of successful and less productive work to help them
internalize the assessment criteria. Guide students in
identifying the ways in which sample work does or does not
meet established grading criteria.
Phase 4: Extend
• Consider ways in which students can transfer knowledge and
skills gleaned from one assignment/lesson to a subsequent
lesson.
• Build in opportunities for students to read a more detailed or
challenging selection on the same topic in order to allow them
to apply familiar concepts and vocabulary and stretch their
literacy muscles.
• Recycle pre- and postreading tasks regularly, so students can
become more familiar with the task process and improve their
performance. If they are assailed with curricular novelty, ELLs
never have the opportunity to refine their skills and
demonstrate improved competence. For example, if you ask
them to identify a personality trait of an essential character in
a story and then support this observation with relevant details
in an expository paragraph, it would make sense to have them
shortly afterwards write an identical paragraph about another
character.
• Discuss with students ways in which they can apply new
vocabulary and language strategies outside the classroom.
• Praise students’ efforts to experiment with new language in
class, both in writing and in speaking.
• Demonstrate the applicability of new reading and writing
strategies to real-world literacy tasks. Bring in potentially
more engaging reading selections that will pique their interest
and provide a more compelling rationale for applying a new
strategic repertoire. Design periodic writing tasks for an
authentic audience other than the teacher: another class,
fellow classmates, and so on.
Less Proficient Learners
Characteristics of Less Proficient Learners

Every classroom has a number of less proficient students, indi-
viduals who begin the year one, two, or more years below grade
level yet who do not qualify for special education services and may
not be English language learners. It is important to keep in mind
that most accommodations made for English learners and special
needs students will be helpful for all kinds of diverse learners,
including less proficient learners. However, it is worthwhile to
briefly examine some of the learner characteristics of less profi-
cient students in comparison with their average achieving peers.
An appreciation of these distinctions will provide a useful founda-
tion for understanding the importance of using the various
“universal access” strategies described throughout this section
and incorporated into the Prentice Hall Literature program.
Attention and Memory

Research suggests that underachieving students have difficulty
in organizing and categorizing new information during instruction.
Typically, less skillful students do not effectively order, classify,
and arrange information in meaningful ways during learning,
frequently leaving them confused and missing the “big picture.”
Long-term memory is often adversely affected due to the lack of
meaningful connections established and difficulty with noticing
how new information relates to prior knowledge. In addition,
underprepared students frequently do not know how to focus
their attention on the important aspects of a classroom presen-
tation, demonstration, or reading selection. In either case, the
intentional use of explicit strategies coupled with interactive
review and extension activities can make a significant difference
in providing poorly prepared students full access to the
Language Arts curriculum.

Reading
Lesson Planning and Instructional Accommodations
for Attention and Memory
Phase 1: Preteach
• Gain attention requesting a simple physical response (e.g.,
“Everyone, eyes on me please,” “Touch number one,” and so
forth). Students need to show you they are ready.
• Keep the lesson pace moving along briskly—a “perky not
pokey” pace is helpful.
• Clarify or introduce critical “big ideas” or conceptual anchors
that the reading or lesson or activity is built around (e.g., an
example, a metaphor, a demonstration).
• Use brief choral responses when the answer is short and
identical (e.g. “Everyone, the answer to number one is .”).
• Use brief partner responses when the answer is open-ended
and longer (e.g., “Ones, tell twos the most important new
information revealed in the last paragraph.”).
• After students have had a chance to rehearse or practice with
a partner, randomly call upon them to build prior knowledge
or raise questions the text may answer.
• Use graphic organizers, charts, and concept maps to assist
students with focusing on critical concepts as well as
categorizing and organizing information to be studied/learned.
Phase 2: Teach
• Engage students in a “read/reflect/discuss/note” cycle of
filling out the graphic organizers/concept maps collaboratively
as you progress through the reading or lesson.
• Do a brief oral review using partners (e.g., think-write-pair-
share) to ensure that all students are firm on the big
ideas/critical concepts.
• Cue students to take special note of crucial information and
explore why this information is so critical.
• Engage students in the active use or processing of the new
information (e.g., paraphrase, give an example, write a
response).
• Emphasize connections between new and known information.
• Connect new learning to student’s personal experience (e.g.,
coach students to create analogies or metaphors using prior
knowledge).
Phase 3: Assess
• Ask students to explain their graphic organizer/concept map
to a partner. Monitor selected students and determine their
level of understanding—reteach/provide additional examples
as necessary.
• Provide students the opportunity to reorganize, prioritize, and
otherwise reflect on the key aspects of the lesson.
• Systematically monitor retention of key information or “big
ideas” over time using “quick writes” (brief written summaries
to a prompt), random questioning, observing student
interactions, written assignments, and so on. Reteach, provide
additional examples, invite students to elaborate, and so on,
as necessary.
Phase 4: Extend
• Have students design investigations or projects using the
information in new ways.
• Design homework assignments that require students to go
beyond the text to apply lessons learned to their lives or to
other circumstances.
• Challenge students to organize information in novel ways,
come up with different categories, and otherwise elaborate the
information being studied.
• Draw explicit connections and prompt students to induce
connections between information studied earlier in the term
and new ideas encountered in the current reading selection.
Learning Strategies and Use

Perhaps the most ubiquitous characteristic of less proficient
students is their lack of effective and efficient strategies for
accomplishing various academic tasks, from writing a persuasive
essay to taking notes during a lecture to responding to a piece of
literature. Less skillful students tend to have a very limited reper-
toire of learning strategies and have little awareness of how to
monitor the use of learning strategies during reading, writing, and
other academic activities. In contrast, successful learners are
active, “strategic,” and flexible in their employment of appropriate
learning strategies tailored to the demands of a particular aca-
demic task or assignment.
Kame’enui and Carnine4 suggest three critical design principles
teachers need to keep in mind when addressing the issue of learn-
ing strategies with underprepared or diverse learners.
4. Kame’enui, Edward and Douglas Carnine, op. cit.

Reading
1. Important learning strategies must be made overt, explicit, and
conspicuous.
2. Strong verbal and visual support, or “scaffolding,” should be

provided to ensure that diverse learners understand when,
where, and how to use the strategies.
3. Judicious review of new learning strategies is required to allow
less prepared students enough practice to incorporate the new
strategy into their learning routines.
It is important to note that differences between less proficient stu-
dents and average achievers in their use of learning strategies is
not based on organic or biological differences. In other words, it is
their lack of experience and preparation that is the critical differ-
ence. Fortunately, less proficient learners are quite capable of
acquiring effective learning strategies and significantly improving
their academic performance when provided with direct instruction
in the “what-why-how-when” of strategy use in a highly focused
educational setting.

for Learning Strategies
Phase 1: Preteach
• Clarify the rationale for learning the new strategy in terms,
examples, and results the students value (e.g., “Where in
school or life would it be useful to know how to write a
persuasive essay?”).
• Brainstorm for examples of successful strategy usage with
interactive tactics such as “give one, get one” to involve all
students (e.g., each student lists as many ideas as possible in
3–4 minutes and then has 3–5 minutes to compare with a
peer and “give one” idea to them as well as “get one” from
them to extend their brainstormed list).
• Provide personal examples of how you have used this strategy
to your academic advantage.
• Directly teach any “pre-skills,” or prerequisite skills, students
need to perform the strategy.
Phase 2: Teach
Explicitly model the use of the strategy, including a significant
focus on thinking aloud during the execution of each step in the
strategy.
• Provide students with a brief summary of the strategy steps or
an acronym to facilitate retention of the strategy.
Example:
POWER: Prepare, Organize, Write, Edit, Revise
(Archer & Gleason 2000)
• Guide students in practicing the strategy using less
demanding content that allows students to focus on the new
strategy. Gradually transition to more difficult content.
• Break the strategy down into explicit steps, ensuring that
students are able to perform each step and combine steps to
use the whole strategy.
• Structure partner-mediated practice in which students take
turns practicing the strategy and providing feedback to one
another (e.g., taking turns reading a paragraph or page and
paraphrasing the gist in 12 words or less).
Phase 3: Assess
• Monitor partners during strategy practice to observe
competence, areas for review, and so forth.
• Randomly call on students to informally demonstrate their
strategy knowledge.
• Include explicit use of strategies taught as part of the quiz,
paper, report, project, and other formal assessments.
Phase 4: Extend
• Discuss with students where else in or out of school they
could use the strategy.
• Provide extra credit or some other incentive to encourage the
use of the strategy in other content area classes.
• After they have gained some degree of mastery, encourage
students to modify and otherwise personalize the strategy to
better fit their learning style or needs.
Vocabulary and Reading Fluency

Vocabulary differences between struggling and average
students are apparent from the primary years in school and
tend to get worse over time. It is not surprising that less
prepared learners engage in far less reading in and out of
school, resulting in substantially impoverished vocabularies.

Reading
In addition, their ability to read fluently and accurately is often
diminished, further compounding the issue and rendering reading
a frustrating and defeating experience.
There is no shortcut, or “quick fix,” for vocabulary building, but
teachers can make a tremendous difference by sustained attention
to the following practices:
• Directly teaching key conceptual vocabulary using strategies
that take students beyond simple memorization
• Teaching students how to learn words and concepts from
context
• Encouraging wide reading in and out of school; students who
have serious fluency problems (e.g., reading below 100 words
per minute in grade-level text) will require sustained practice
daily in repeated reading of instructional level/age-appropriate
texts

for Vocabulary and Fluency
Phase 1: Preteach
• Select conceptually rich, critical vocabulary for more detailed
instruction before reading.
• Choose age- and level-appropriate passages for students to
use repeated reading strategies (e.g., on prerecorded tapes,
partner reading, choral reading with small groups).
Phase 2: Teach
• Directly teach the meanings of critical, conceptually rich
vocabulary required for full understanding of the passage or
lesson.
• Pick vocabulary strategies that take students beyond simple
repetition of the definition to prompt active construction of
new connections between the concept and their prior
knowledge. Such strategies include
—creating semantic maps showing how words are related
—using the words in sentences that “show you know” the
meaning
• Define the critical attributes of the concept in short
bulleted phrases and create examples and nonexamples
of the concept, prompting students to explain why the
exemplar does or does not have the attributes of the
concept under consideration (a graphic organizer showing the
attributes and examples/nonexamples can be very useful).
• Engage students in word sorts: Provide 10–20 vocabulary
words for students to place into preset categories (e.g., parts of
speech, words descriptive of the character or not, and so on).
• Pair students at similar instructional levels for repeated
reading practice; have the more proficient student read a
paragraph or a page and then have the less proficient student
reread the same section.
• Practice repeated reading of instructional-level passages of
150–200 words in length with prerecorded tapes, set goals,
and individually graph and monitor fluency daily, finishing
with a written retelling of the passage.
• Teach students important generative word roots (e.g., Latin
and Greek) and common affixes. Practice sorting and
combining to examine how they work (e.g., -spec-: spectrum,
spectacle, inspection, speculation).
• Model and practice the use of context in predicting word
meanings during reading, thinking aloud to demonstrate to
students how textual cues direct your thinking.
Phase 3: Assess
• Randomly call on students to provide examples of the
vocabulary word under examination.
• Monitor students during partner discussion of selected critical
vocabulary words.
• Evaluate students during small-group discussion, written
products, and so on.
• Directly monitor the fluency of selected students via one-
minute timings. Note rate, accuracy, and expression.
Phase 4: Extend
• Encourage students to informally use recently taught
vocabulary words in “show you know” sentences during
classroom conversations, written products, and so on.
• Intentionally revisit newly acquired vocabulary during
discussion, while thinking aloud during demonstrations, and
so on.
• Encourage students to practice fluency building via repeated
reading at home, appropriate CD-ROM technology, and cross-
age tutoring of younger students, in which the target student
must prepare a story to read fluently with his or her tutee.

Reading
Motivation and Academic Identity
Motivation is complex and difficult to define, but most experts
agree that it is significantly related to how much success or failure
one has experienced relative to the activity in question. Less profi-
cient secondary students typically do not see themselves as
capable of sustained reading, inquiry, or writing in a challenging
academic setting. The old cliché “Nothing succeeds like success” is
relevant to this discussion. To build motivation and encourage the
development of a productive “academic identity,” it is important to
engage less proficient students in challenging lessons while simul-
taneously incorporating adequate support or instructional
scaffolding to increase the likelihood students will experience suc-
cess. In addition, helping students to explore their thinking as
they read and write through structured dialogues and thinking
aloud can be very helpful. Noted reading researcher David Savvas
calls this process a “metacognitive conversation,” allowing less
proficient students to gain an understanding of how successful
readers and writers think as they work. In a manner of speaking,
teachers can provide less proficient students with an academic
or cognitive role model. For example, modeling a simple self-
monitoring strategy during writing such as “remember your audi-
ence” can assist students in keeping multiple perspectives in mind
as they compose.

for Motivation and Academic Identity
Motivation and academic identity do not lend themselves to the
Preteach, Teach, Assess, and Extend lesson format. In a sense,
motivation is more “caught than taught” and will be the result of
successfully engaging students in the curriculum. However, there
are a number of general strategies that are useful to consider
including:
• Self-selected reading Allow less proficient students regular

opportunities to read material they are interested in, at their
instructional level.
• Goal setting Engage students in setting personal goals for
various academic tasks, such as pages/chapters read per
week, strategy usage, words read per minute during fluency
practice, and so forth.
• Metacognitive dialogues Ask students to informally share
their perceptions, approaches, and fears regarding various
school-related challenges. Students and teachers then share
their thoughts and feelings about how they used various
strategies to become more successful.
• Book clubs, book reviews, newsletter reviews, e-mail
postings These provide an audience for students’ opinions
about books they have read.
• Partnerships Have students build partnerships with peers
and with younger students, community members, and
business personnel.
• Negotiated choices As appropriate, involve students in
negotiating alternative assignments, options, and novel ideas
to reach common goals.
• Model an “academic identity” Invite teachers/students/
other adults into the classroom to share how they developed
as literate citizens.
Summary
Less proficient high-school students are underprepared for the
academic challenges of a rigorous grade-level Language Arts pro-
gram in a variety of ways. Many of their difficulties can be linked
to difficulties with attention and memory, learning strategies,
vocabulary and reading fluency, and motivation/academic iden-
tity. Secondary Language Arts teachers can have an extremely
beneficial effect on the learning of less proficient students by the
sustained focus on appropriate strategies for preteaching, teach-
ing, assessment, and extension beyond the lesson.

Reading
Students With Special Needs
Students with special education needs are a highly diverse stu-

dent group. Although their learning needs vary greatly, a majority
of children identified as special education students will experience
mild to severe difficulties in becoming proficient and independent
readers and writers. Through instruction that incorporates adap-
tations and modifications and is delivered in collaborative ways,
students with disabilities can gain literacy skills and be active
participants in general education Language Arts curricula and
instruction.
Characteristics of Special Education Learners
Eligibility for Special Education

Federal law IDEA ’97 (Individuals with Disabilities Education
Act, P.L. 105–17) specifies the disabling conditions under which
students are found eligible to receive special education services.
These disabling conditions may be clustered into the two broad
categories of high incidence and low incidence disabilities (see
chart on the following pages for descriptions of disabling condi-
tions). Each student with a disability may experience specific
cognitive, communicative, behavioral/social/emotional, physical,
and learning issues. Students may exhibit all, or some combina-
tion, of the characteristics listed for their particular disability and,
in the case of some students, have more than one disability (e.g.,
a student identified as having a learning disability may also have
a communicative disorder). Because of the heterogeneity of the
special education student population, even within categories of
disability, an Individualized Education Program (IEP) is created for
each student found eligible to receive special education services.
Disabling Conditions
High
Incidence
Disabilities Descriptors Reading Instruction Consideration
• Speech or • Speech disorders include • When possible, provide opportunities for intensive
Language difficulties in articulation, voice, instruction in decoding and word-recognition skills
Impairment and fluency. (e.g., computer drill and practice programs; flash
• Language impairments may cards of frequently encountered words).
include difficulties in phonology, • Provide time for students to read the text multiple
morphology, syntax, semantics, times to gain fluency (e.g., repeated readings;
and pragmatics. paired reading).
• Explicitly teach vocabulary and provide strategies

for dealing with unknown words (e.g., teaching
syllabification skills; teaching meaning of prefixes
and suffixes).
• Explicitly teach more complex language patterns

(e.g., compound sentences) and literary elements
(e.g., idioms; metaphors).
• Learning • Students exhibit average to above- • Preteach “big ideas” and vocabulary.
Disabilities average intelligence combined with
• Provide multiple opportunities for students to read
uneven academic performance
text to gain fluency.
patterns (i.e., perform at an average
• Explicitly teach vocabulary using activities that are
to above-average level in some
multisensory and require active participation (e.g.,
academic subjects, while experienc-
acting out meanings of words; drawing images to
ing significant difficulties in others).
represent word meanings; tape-recording words
• Students experience processing
and word meanings; using computer software
difficulties (e.g., have difficulty
programs).
taking in oral and print
• Explicitly teach comprehension strategies by
information and in expressing
modeling the steps, guiding the students through
ideas orally and in writing).
the steps, and monitoring for implementation (e.g.,
• Students may experience attention
webbing and outlining; predicting; summarizing).
and social/behavioral challenges.
• Provide multiple avenues for demonstrating
comprehension of text (e.g., writing, drawing,
speaking, acting out scenes).
• Emotional • Students experience difficulty • Make students accountable during large-group,

Disturbance learning that is not due to cogni- small-group, and paired reading (e.g., have them
tive, sensory, or health factors. take notes and make and check predictions; ask
• Students may have difficulty questions of all group members, not just a
forging and maintaining spokesperson; have students complete individual
interpersonal relationships. quizzes to check for understanding).

continued

Reading
• Students may display • Explicitly teach skills for working in groups (e.g.,
inappropriate behaviors or feelings how to ask questions; how to state an opinion; how
under normal circumstances. to disagree with another person’s ideas).
• Students may experience feelings • Provide structure and establish routines for
of unhappiness or depression. reading activities and transitions (e.g., specify
• Students may have physical expectations during large-group reading; establish
symptoms or fears associated with routines for how students are to complete
personal or school problems. comprehension activities).
• Become familiar with the student’s behavior plan and

systematically implement it in the classroom (e.g.,
use the reinforcers and consequences identified in
the plan to build consistency for the student).
• Mental • Students will demonstrate • Preteach and reteach vocabulary and concepts as
Retardation subaverage (in students with needed.
mild/moderate mental retardation) • Make concepts concrete by linking concepts to the
to significantly subaverage (in students’ daily lives.
students with severe mental
• Explicitly model what is expected, and when able,
retardation) intellectual
provide examples of completed projects.
functioning.
• Provide multiple avenues for students to engage
• Students will demonstrate overall
with text (e.g., books on tape, paired reading,
low performance in adaptive
passages in hypertext format).
behavior domains (e.g., taking
care of personal health needs). • Provide multiple exposures to the same text and its
key vocabulary.
• Provide multiple ways for students to demonstrate

understanding of text.
• Low Incidence Note: Students with low inci- Note: Students with low incidence disabilities
Disabilities dence disabilities may have may have average to above-average intelligence or
average to above-average intelli- may experience cognitive impairments ranging
gence or may experience cognitive from mild to severe.
impairments ranging from mild to
severe.
• Deaf/Hard of • Students who are deaf or who • Present ideas visually.

Hearing have some degree of hearing loss
• Capture key ideas from discussions in written form
on the overhead or chalkboard.
• Use FMI systems when available.
• When orally reading text, reduce background noise

as much as possible; when conducting small-group
or paired reading activities, consider having the
groups move to other rooms or spaces.
• Work with the interpreter or special education staff

to identify adaptations and modifications.
continued
• Blind/Low Vision • Students who are blind or who • Present ideas auditorially and through tactile
have some vision modes to support student access.
• Work with the special education teacher to secure

large-print text, Braille text, books on tape, and
AAC reading devices.
• Work with the special education staff to identify

specific adaptations and modifications.
• Deaf/Blindness • Students who have concomitant • Work with the special education staff to identify
hearing and visual impairments specific adaptations and modifications.
• Gain understanding and a level of comfort in using

the AAC devices the student is using in the
classroom.
• Other Health • Students with health conditions • Work with the special education staff to identify
Impaired that limit strength, vitality, or adaptations and modifications.
alertness (e.g., heart condition,
• Gain understanding of the child’s condition and
sickle cell anemia, epilepsy, AIDS)
day-to-day and emergency medical needs.
• Develop plans for dealing with students’ absences.
• Orthopedic • Students with physical disabilities • Work with the special education staff to identify
Disabilities (e.g., club-foot, bone tuberculosis, specific adaptations and modifications.
cerebral palsy)
• Work with the special education staff to secure
adapted materials and AAC devices, as appropriate
(e.g., book holder; computer voice-recognition
system that allows student to dictate written
assignments).
• Adapt routines and activities to take into considera-

tion the student’s physical needs (e.g., room
arrangement that allows for mobility in a wheelchair;
procedures for distributing and collecting materials;
procedures for forming work groups.)
• Autism • Students experience difficulty in • Work with the special education staff to identify
verbal and nonverbal specific adaptations and modifications.
communication • Structure group and paired activities to take into
• Students experience difficulties in consideration the child’s needs; teach social skills
social interactions and supports for working in small group and
paired situations.
• Is commonly referred to as a
“spectrum disorder” because of • Connect concepts and vocabulary to the interests
the heterogeneity of the group of the student.
• Work with the special education staff to implement

behavioral/social plans to provide consistency.
• Establish and maintain routines to ensure

predictability within the classroom.
continued

Reading
• Traumatic • Students who experience an • Work with the special education staff to identify
Brain Injury acquired injury to the brain specific adaptations and modifications.
• Injury results in total or partial • Adapt routines and activities to take into
functional disability or consideration the student’s physical needs (e.g.,
psychological impairment (e.g., room arrangement that allows for mobility in a
cognition, language, memory, wheelchair).
attention, reasoning)
• Take into consideration student’s language,
memory, and attention skill needs when
constructing class assignments and activities.
• Preteach and reteach concepts and vocabulary as

appropriate.
Individualized Education Plan

The IEP serves to guide general and special education teachers,
related service providers, and parents in designing and delivering
educational programs that maximize students’ school participation
and learning. The IEP includes goals, objectives, and benchmarks
that outline what an individual student is expected to learn and
achieve during the course of the academic year, as well as the
types of services and special adaptations and modifications that
are to be put into place to support the educational achievement of
the student. For example, in the area of Language Arts instruc-
tion, a student’s IEP may include the following goal and objectives:
Goal: Jamal will improve in reading comprehension
skills as measured by the district-adopted
standardized test.
Objective: Given narrative passages written at the seventh-
grade level, Jamal will correctly write the
name(s) of the main character(s) and outline, in
writing, the main events of the passages in
correct sequence for three out of four passages
by December.
Objective: Given expository passages written at the
seventh-grade level, Jamal will correctly write
the main idea of the passages and at least three
supporting details for three out of four passages
by February.
The IEP goes on to identify specific services the student will
need in order to achieve these goals and objectives. A range of
services is available to students with disabilities through their
IEP. Services fall along a continuum and include the option of
students receiving instruction in general education classrooms
with special education supports and participating in specialized
instruction delivered by special education teachers in special edu-
cation classrooms for one or more periods a day. The type of
service delivery to be provided is determined individually for each
student through the IEP meeting. The general education teacher,
in partnership with the special education staff and the student’s
parents and, when appropriate, the student, determine the type of
service delivery that is most appropriate for a student based on
his or her learning needs.
Many students with disabilities are educated in general educa-
tion classrooms alongside their general education peers.
Service-delivery models that support student participation in gen-
eral education classrooms go by various names, including
mainstreaming, integration, and inclusion. All have the underlying
same intent—to provide for the needs of students with disabilities
in the least restrictive environment, alongside their general educa-
tion peers.
In the case of Jamal, the service delivery option selected and
specified in his IEP may look something like this:
Student will participate in the general education Language
Arts class and in one period of special education reading
resource support each day. The special education teacher will
team with the general education Language Arts teacher at least
two days per week to provide instruction in the general
education Language Arts class.
IEPs also specify the types of curricular, instructional, and
behavioral adaptations and modifications that are to be put into
place to support the student’s achievement. For Jamal, the follow-
ing adaptations and modifications may be specified in the IEP:
The student will receive instruction in learning strategies to
identify characters, story sequence, and main ideas and
supporting details. The student will be provided a story map for
identifying the main character(s) and for sequencing story
events. The student will be provided a main idea/supporting
details map when working with expository passages.
The IEP is a guide that details the types of goals, educational
program, and adaptations and modifications a special education
student is to receive. The IEP is developed by a team and is
reviewed at least annually. General education teachers, special
education professionals, administrators, parents, and students all
have a voice in the development of the individual IEP.

Reading
When developing Language Arts lesson plans for inclusive
classrooms of general and special education learners, teachers will
want to consider the addition of teaching and learning strategies
that will support universal access to the content. Teachers will
need to be familiar with the unique learning needs and require-
ments of the students and their goals, objectives, and benchmarks
and, through collaboration with other IEP team members, incorpo-
rate those needs and strategies into the classroom.
This process does not need to be as intimidating as it sounds
because there are some common, relatively unintrusive teaching
and learning strategies that can be implemented in the classroom
to address students’ specific needs, as well as support the learn-
ing of the other students present in the classroom. For example,
students with disabilities can greatly benefit from activities that
preteach and reteach concepts, that explicitly link lesson content
with prior experience and knowledge, that directly teach the
meaning of critical vocabulary words, and that explicitly model
how tasks are to be completed. This is true for other learners as
well, including less proficient readers and students who are
English language learners. Lesson plans that include explicit
instruction in behavioral and social expectations also help to
ensure student participation and learning. Pacing is also an issue.
Some students with disabilities will require a somewhat slower
pace or an ongoing review of key concepts if they are to grasp key
understandings and skills. Also, activities need to be considered in
light of the students’ disabilities. For example, will special materi-
als be needed (such as materials with enlarged print for students
with low vision or adapted manipulatives that can be used by a
student with a physical disability)? If participating in student-
mediated instruction (e.g., small-group learning), what type of
preparation will students receive for participating in these activi-
ties? Will the activities provide necessary supports to ensure
student participation (e.g., will directions be explicit and in writing
as well as presented verbally)?
There are a number of other simple adaptations and modifica-
tions general education teachers can implement in the classroom
to directly address the literacy learning needs of students with
disabilities. In fact, in many cases, these adaptations and modifi-
cations will assist all learners in the classroom, including typically
developing readers, English learners, and less proficient readers. A
beginning list of suggestions for meaningfully including students
with disabilities in the general education Language Arts curriculum
is presented in the chart at the end of this section. Although pre-
sented in terms of disabling conditions, the suggestions apply
across conditions.
It is also helpful to think of instructional considerations that
specifically apply to the four phases of instruction: Preteach,
Teach, Assess, and Extend. A beginning list of suggestions is pro-
vided below.
Phase 1: Preteach
• Identify the most critical and high-utility vocabulary words for
comprehension of the passage. Provide explicit instruction in
the meaning of these words that incorporates instruction in
the understanding of prefixes, suffixes, word roots, synonyms,
and antonyms.
• Provide an overview of key ideas and concepts presented in
the text using study guides, outlines, or maps.
• Explicitly connect text content with the students’ lives.
• Preteach key concepts.
Phase 2: Teach
• Present all ideas orally and visually and, when possible,
incorporate tactile and kinesthetic experiences as well.
• Stop often to discuss key ideas and check for understanding.
• Limit the presentation of information or discussion of key
topics to short periods of time (no more than ten minutes) to
enhance attention.
• Require students to demonstrate that they are listening and
following along (e.g., taking notes, running a finger along the
text).
• Incorporate active reading strategies (e.g., choral reading,
paired reading) to assist students in maintaining attention.
• Provide necessary adaptive materials as appropriate (e.g.,
enlarged print).
• Incorporate the same comprehension and learning strategies
over extended periods to allow for mastery. This will provide
students with multiple opportunities to practice a strategy and
to become comfortable in its application. This will also prevent
“strategy clutter,” which can occur when a student has too
many strategies to draw from and is not facile enough with
any to allow for ease of use.

Reading
• Provide specific and step-by-step instructions. Model what the
students are to do, step-by-step.
Phase 3: Assess
• Go beyond questioning techniques to assess students’
understanding by having them write questions about what
they have learned, identify those sections they find are
unclear or confusing, or complete short writes of the key
points.
• When having students work in groups or pairs, set up
procedures that maintain individual student accountability
(e.g., students each having to write, draw, or state a
response).
• When appropriate, have students self-manage and chart their
performance. Academic performance, homework and
assignment completion, and behavior could be charted.
Phase 4: Extend
• Provide examples of completed projects.
• Allow students to work in pairs or small groups.
• Provide outlines of what is to be done, with suggested dates
and timelines for project completion.
Collaboration as a Key to Student Achievement

One of the most critical things a general education teacher can
do is to collaborate with the special education teachers and staff.
Special education staff have extensive expertise in working with
students with disabilities and are there to support each student
with an IEP. These professionals are available as support systems
for general education teachers and parents. The chart that follows
presents a brief list of potential special educators that you may
want to contact when working with students with disabilities in
your general education classroom.
General education teachers can do a great deal to ensure that
students with disabilities are meaningfully included in the life of
the classroom. The attributes listed on the next page are impor-
tant to all classrooms, but they play a key role in the creation of a
classroom culture and climate that supports the participation and
achievement of students with disabilities.
• Exploring differences and the importance of the acceptance of
differences
• Setting clear expectations for all students that take into
consideration students’ learning styles and needs
• Providing students with reasonable choices
• Setting up instructional activities that foster the development
of relationships between students and between students and
teachers
• Demonstrating mutual respect, fairness, and trust
For example, in the case of Jamal, you could work with the
special education teacher to identify those learning strategies you
are already teaching in the classroom that will assist Jamal. You
may want to invite the special education teacher into the class-
room to provide instruction in other critical learning strategies
that would assist all of your students in becoming better readers
and writers, including Jamal. Because Jamal is receiving
resource-room support one period per day, you may want to dis-
cuss with the special education teacher the type of instruction he
is receiving during the support period and together work to
develop a plan that links the curriculum of the two learning envi-
ronments. You will most likely be involved in assessing whether
Jamal is achieving his goals and objectives and in providing
instruction to support their achievement.
Summary
Students with disabilities are a highly heterogeneous group of
learners. Their cognitive and behavioral, social, and physical
needs can present unique challenges in the classroom, but
through careful and strategic planning and collaboration among
professionals and parents, these students can be contributing and
vital members of the classroom community, as well as readers and
writers. It is the professionals’ responsibility, in consultation with
the parents, to ensure universal access to the curriculum for
these students. Lesson planning and the inclusion of adaptations
and modifications within lessons are beginning points for achiev-
ing the goal of universal access for students with disabilities.

Reading
Special Education Teachers and Service Providers
Support How They Can Support the
Provider Roles General Education Teacher
Special Education • Is intimately familiar with • Can answer questions about students’ learning
Teacher students’ IEP goals, needs
• resource teacher objectives/benchmarks, and the • Can explain the students’ IEP and what can be
• itinerant teacher students’ academic, done in the general education class to support
• special-day class communicative, and student achievement of IEP goals and
teacher behavioral/emotional needs objectives/benchmarks
• inclusion • Has expertise in how to adapt • Can help you develop ways to adapt and modify
specialist and modify curriculum and instruction that will help students learn
instruction to meaningfully
• Can work with you in the classroom to support
include students with
the students’ participation and achievement
disabilities in general education
classrooms and curriculum
• Has expertise for providing

remedial support and intensive
intervention services for
students with disabilities
Para- • May be assigned to “shadow” a • Can assist you in addressing the student’s
professional student in the general education needs (e.g., can provide a one-on-one
classroom explanation that you may not be able to furnish
• Can assist in adapting and because of the other students in the classroom)
modifying curriculum and • Can be responsible for adapting and modifying

instruction for the particular instructional activities and assignments, with
student(s) guidance from you and the special education
• May serve to monitor students’ teachers
academic and behavioral/ • Can oversee the implementation of specialized

emotional needs and intervention plans
intervention plans • Can be responsible for the student’s physical,
• May assist students in meeting mobility, and health needs
physical, mobility, and health
needs
Audiologist • Expertise in measuring • Can give you suggestions for how to work with
students’ hearing levels and students who have partial or total hearing loss
evaluating hearing loss • Can give you suggestions for how to deal with a
student who refuses to wear his or her hearing
aids in class
Physical and • Physical therapist generally • Can give you suggestions for how to modify
Occupational focuses on gross motor requirements to take into consideration
Therapist development (e.g., walking, students’ motor and physical needs
running)
• Occupational therapist generally

focuses on fine motor
development (e.g., using writing
tools)
School or • Expertise in educational testing • Can help you understand testing results and
Educational administration and may be able to come into the classroom to
Psychologist interpretation observe and give you suggestions for working
with a particular student
• May also have training in
counseling and working with • Can help you work with a student who is in
students in crisis situations crisis (e.g., divorce, death)
Augmentative • Expertise in assessing students’ • Can explain to you how a student’s AAC device
and Alternative AAC needs works
Communicative
• Expertise in developing • Can give you suggestions for how to make
Specialist
programs that assist students in adaptations and modifications that support the
using alternative means for student’s use of the AAC device in the
communicating verbally and in classroom (e.g., physical arrangement of the
writing (e.g., communication learning environment; assignment adjustments)
boards; using speech
synthesizer software)
Educational • Expertise in assessment and • Can give you suggestions for how to adapt
Therapist remediation for students instruction to meet the student’s needs
experiencing learning problems • Can give you suggestions for communicating
• May serve as a case manager with parents and for working with the special
and build communicative links education staff
between school, home, and
related service providers

Reading
ANSWERS
Unit 1 B 1. First-person point of view
2. The use of first-person pronouns, such as I,
my, and me, make the point of view clear.
3. Third-person point of view
Practice, p. 2 4. The use of third-person pronouns, such as
he, him, and himself, make the point clear.
A 1. Students’ answers should indicate that the title
leads them to predict that someone will get a
Literary Analysis: Comparing Fiction
drink that he or she really needs or enjoys.
and Nonfiction
2. A
B 1. A; 2. B Practice, p. 10
A 1. B; 2. C
Assess, p. 3
B 1. NF; 2. F; 3. F; 4. NF; 5. NF; 6. F
A 1. B
2. It will be funny Assess, p. 11
3. Students should predict that something will A 1. C; 2. D
go wrong with the surprise. Most likely the
mother discovers the plan.
B 1. nonfiction
2. The passage contains just facts and no
4. The clue that students will use in making
imaginary material.
their prediction is the sentence “Our plan
almost worked.” 3. fiction
B 1. Students should predict that something will 4. The paragraph tells a story about a character
go wrong during the night. on another planet in the future, so it must be
made up.
2. If students’ answers to the preceding
question match the outcome of the story,
they should explain that their prediction was
Vocabulary: Prefixes, Suffixes, and Word
correct; if their answers differ from the Roots -ness, -able, be-, -min-
outcome, they should explain that their
prediction was incorrect. Practice, p. 12
A 1. charitable; 2. minor; 3. befriend; 4. kindness
Reading: Analyze Structural Features B “to make”: belittle
“very small”: minimize
Practice, p. 4 “state or condition of being”: sharpness,
1. B; 2. A; 3. D; 4. C stubbornness
“having qualities of”; “capable of”: memorable
Assess, p. 5
A 1. C; 2. A; 3. B Assess, p. 13
B 1. D; 2. C; 3. B; 4. B A 1. C; 2. D; 3. A; 4. B
B Sample answers:
1. teachable
2. effectiveness
Practice, p. 6
3. diminish
1. B; 2. A; 3. C; 4. D; 5. B
4. beloved
Assess, p. 7 C 1. D; 2. A; 3. B; 4. A
1. C; 2. A; 3. D; 4. B; 5. D
Literary Analysis:
Narrator and Point of View Practice, p. 14
1. common nouns: ship
Practice, p. 8 proper nouns: James Manning, London,
1. T-P; 2. F-P; 3. F-P; 4. T-P Buckingham Palace
2. common nouns: People, family
Assess, p. 9 proper nouns: Queen Elizabeth 2
A 1. A; 2. B; 3. A 3. common nouns: importer, exporter
proper nouns: Samuel Goldman
© by Savvas Learning company LLC All rights reserved. 393

Reading Kit Answers
4. common nouns: movie Grammar: Possessive Nouns
proper nouns: Fox Theater, India
5. common nouns: account Practice, p. 18
proper nouns: Ashley, National Bank, 1. athlete’s; 2. women’s; 3. James’s; 4. dog’s;
Chicago 5. foxes’; 6. grader’s; 7. lawyer’s; 8. gentleman’s;
9. Charles’s; 10. ships’
Assess, p. 15
A 1. common nouns: plane Assess, p. 19
proper nouns: Winston Brown, Guam, A 1. Alaska’s; 2. region’s; 3. miners’; 4. territory’s
Korea, The Eagle B 1. teacher’s; 2. fisherman’s; 3. knives’;
2. common nouns: goods, world 4. cousin’s; 5. citizens’; 6. doctor’s; 7. women’s;
proper nouns: India 8. Chris’s; 9. diamond’s; 10. country’s
3. common nouns: languages, business C 1. men’s
proper nouns: (none) 2. states’
4. common nouns: People, medicines
proper nouns: Africa, Europe
5. common nouns: journeys
Practice, p. 20
proper nouns: Amazon River
1. B; 2. A; 3. B; 4. B; 5. A; 6. A
B 1. Mr. Pinski, my neighbor, came to America
from Europe.
Assess, p. 21
2. This brave man wanted freedom from
A Students should write six questions for the
persecution.
actor, one for each question. They should create
3. He arrived in New York on a ship. plausible answers for each question.
4. The Statue of Liberty appeared in the B Students write an opening paragraph of a news
distance. story that includes all of the basic information
5. Tears of joy and anticipation welled up in his they have created in activity A.
eyes.
Practice, p. 22
Practice, p. 16
Sample answers:
1. boats; 2. mice; 3. thieves; 4. workmen;
A 1. The writer is describing his eleventh birthday
5. tomatoes; 6. knives; 7. heroes; 8. friends;
party.
9. branches; 10. calves
2. Guests arrive.
Assess, p. 17 3. The guests start playing hide-and-seek.
A 1. libraries; 2. calves; 3. boxes; 4. diaries; 4. The narrator hides in the woods.
5. heroes; 6. foxes; 7. valleys; 8. thieves; 5. The narrator gets lost and starts to worry
9. waltzes; 10. tariffs about not being found.
B 1. All generations have their heroes and ideals. 6. The narrator’s mother will find him.
2. Statesmen and stateswomen are admired for B The opening paragraph makes the reader
their leadership. wonder what happened on the narrator’s
eleventh birthday.
3. Some people envy the lifestyles of actors and
actresses.
4. Television personalities and musicians have
Assess, p. 23
their followers. A Students should briefly describe what happened
first, next, and after that. They should describe
5. Unusual creatures are seldom found in cities.
the conflict and tell how they resolved it.
6. Zoos give people in cities a chance to see wild
B Students should turn their answers into an
animals.
autobiographical narrative, opening with an
7. Children and adults can see what farms are interest grabber and using chronological order.
like.
394 Reading Kit Answers © by Savvas Learning company LLC All rights reserved.
Writing: Descriptive Essay Reading: Make and Support Assertions
Practice, p. 24 Practice, p. 28
A 1. taste; 2. hearing; 3. touch; 4. sight 1. D
5. hearing; 6. smell 2. Students should have underlined the following:
B Sample answers: They sleep in a cool den or burrow by day and
1. bright, cheerful colors are active in the cooler night temperatures.
2. loud buzzer signaling end of quarter Other animals hibernate through the hottest
3. lively conversation about the day’s events part of the summer.
4. silky fur Many of the desert animals get their water
from plants.
5. three small blue eggs
The animal takes in large amounts of water at
6. beach umbrellas and blankets dotting the sand
a time and then stores the water in its hump.
7. crisp white sails
3. B
8. cooking aromas filling the house
2. Students should have circled the following:
Only one-fifth of the entire area of the Sahara
Assess, p. 25 is covered with sand.
A Sample answers for “a children’s playground” In the Sahara, there are snow-capped
1. shiny, new slides; fragrant wood chips; kids mountains, such as the Tibesti.
swinging from the rings
There are also lakes such as Lake Chad.
2. happy children busily using all the
Also native to the Sahara are canyons, stony
equipment under the watchful eyes of their
plains, and fifty oases, desert areas
parents
containing water.
3. from left to right
B Students’ paragraphs should include at least Assess, p. 29
some of the details they listed and follow the
A 1. A
order they suggested. The descriptions should
begin with or lead up to the overall impression. 2. Students should have underlined the following:
Each castle was built behind a strong stone
Reading: Fact and Opinion wall.
A deep ditch called a moat was dug outside of
Practice, p. 26 the wall.
A 1. ⻫; 2. ⻫; 4. ⻫ The moat was often filled with water, and the
B 1. F; 2. F; 3. O; 4. O; 5. O only way anyone could enter the castle was
to cross a drawbridge.
C Sample answer: I could look up Roald Dahl’s There was also a tunnel that began in the
name on the Internet or in the library card castle and ended at the moat, which would
catalogue and find a biography that said he allow the people inside to escape.
wrote James and the Giant Peach. I could find
B 1. C
the book in a bookstore or library and find his
name on it. 2. Students should have underlined the following:
It has red stems in the spring.
Assess, p. 27 By fall, the leaves have become coarse and
A 1. The first sentence is a fact. It can be verified dull, and the mature stems will be covered
by observation. with hairy rootlets.
2. The second sentence is an opinion. The word In May, June, and July, this vine has small
everyone is a clue. There is no way to know white flowers.
whether everyone knew that Anthony was not By August, there are clusters of white, berry-
doing well. like fruit growing on the vine.
3. You could prove that the third sentence is a
fact if you observed it yourself. You could Literary Analysis: Author’s Perspective
also read a newspaper account of the game.
4. The fourth sentence is an opinion; no one Practice, p. 30
can say for sure what will happen in the 1. B
future. 2. Facts include there are huge reserves of oil
B 1. F; 2. F; 3. O; 4. F; 5. O lying beneath the polar ice; the Antarctic ice
cap is the world’s largest reserve of fresh water;
Antarctica is still the coldest place on earth.
3. A

Reading Kit Answers
Assess, p. 31 A 1. diameter; 2. second; 3. compel
A 1. A; 2. A; 3. B B Sample answers:
B 1. A 1. If you come in second in a race, you beat
2. What a time that must have been! It must everyone but one person.
have been thrilling to be a part of it! 2. The preface appears at the beginning of the
book.
Literary Analysis: Tone 3. Juan is impulsive, so he acts without
thinking.
Practice, p. 32
A 1. appreciative; 2. informative; Assess, p. 37
3. dreamy; 4. annoyed A 1. B; 2. C; 3. A
B Sample answers: B
1. panicked, terrified 1. F; You would read the original first, then the
2. Students should underline words and sequel.
phrases such as all those people staring at 2. F; You use a meter to measure something.
me; I can’t do this; I can’t breathe!; I think 3. F; You would compel your best friend to tell
I’m going to faint! you the truth.
C 1. C; 2. A; 3. B
Assess, p. 33
A 1. C; 2. C Grammar: Personal and Possessive
B 1. C; 2. B; 3. A Pronouns
C Sample answers:
1. wild, scary; 2. excited, awed; Practice, p. 38
3. peaceful, soothing, dreamy A 1. she, personal, 2. your, possessive;
3. him, personal, 4. My, possessive;
Literary Analysis: Compare Symbolism 5. them, personal
B 1. his; 2. they; 3. her; 4. your;
Practice, p. 34 5. them
A Sample answers:
1. the journey of life, a choice, a purpose
Assess, p. 39
2. the passage of time; life
A 1. their, possessive; 2. her, possessive;
3. it, personal; 4. his, possessive;
B 1. teddy bear; 2. “well-worn,” “hugs”;
5. you, personal; 6. him, personal;
3. home, the past, security; 4. weather;
7. they, personal
5. “beautiful,” “storm clouds,” “anger,”
“choppier”; 6. the state of the friendship
B 1. me, personal; 2. their, possessive;
3. your, possessive; 4. her, personal;
C Sample answer: The teddy bear is a symbol of 5. him, personal; 6. her, possessive;
comfort. The weather is a symbol of a
7. her, personal
relationship. These symbols show different
feelings.
Grammar: Interrogative and
Indefinite Pronouns
Assess, p. 35
A Sample answers:
Practice, p. 40
1. love; 2. winter; 3. morning
1. Both, indefinite; 2. Which, interrogative;
B 1. flower; 2. “a seed,” “blooms,” “withers,” “dies”;
3. many, indefinite; 4. anyone, indefinite;
3. the cycle of life; 4. nest; 5. “building,”
5. whom, interrogative; 6. Some, indefinite;
“creates,” “cozy”; 6. the creation of a new home
7. Whose, interrogative
C Sample answer: The flower shows that life
changes. The bird’s nest shows that you can Assess, p. 41
make a new home. Both symbols show that
A 1. Anyone; 2. Whom; 3. Which; 4. each;
change is part of life.
5. Who; 6. both; 7. many
Vocabulary: Word Roots -sequ-/-sec-, B Sample answers follow the identification of each
-pel-/-pul-, -mens-/-met- pronoun.
Practice, p. 36
1. indefinite; I finally got everything I wanted. 2. Students should make up names for the
2. interrogative; What is the time? characters.
3. indefinite; None of the ribbons would stay 3. Students should come up with an opinion
tied. that one character is trying to persuade the
4. indefinite; Most of my friends live in my other to agree with.
neighborhood. 4. Students should write some facts that the
character might use to support his or her
Grammar: Pronoun and opinion.
Antecedent Agreement 5. Students should write the other character’s
imagined response.
Practice, p. 42 6. Students should write a brief dramatic scene,
1. their, Many; 2. them, plants; using the proper script format and elements
of their answers from the first five items on
3. his or her, Someone; 4. it, sun
this page.
Assess, p. 43 Writing: Personal Anecdote

A 1. he or she, Anyone; 2. its, everything;
3. his or her, someone; 4. her, One; Practice, p. 48
5. they, parents; 6. they, Many; 7. it, shovel
Sample answers:
B 1. their—his or her; 2. their—its;
1. classmates
3. correct; 4. its—their
2. a memorable Thanksgiving meal
Spelling: Easily Confused Words 3. Smell: “savory aroma of roasting turkey”;
Touch: “soft, warm covers”; Sight: “bony
ankles,” “huge wooden rake,” “miles and
Practice, p. 44
miles of leaves”
A 1. know; 2. lose; 3. than; 4. accept; 5. our
4. Students’ personal anecdotes should address
B 1. our; 2. than; 3. know; 4. loose; 5. except a particular audience, stay on topic, and
C 1. where or wear; 2. there or they’re; provide descriptive details that appeal to the
3. pin; 4. to or two senses.
Assess, p. 45 Assess, p. 49
A 1. a. are; b. Our; 2. a. than; b. Then; Students’ responses should reflect an
3. a. know; b. now; 4. a. loose; b. lose; understanding of personal anecdotes. Students
should choose a topic, identify an audience,
5. a. except; b. accept
write a topic sentence, list three details, two
B Our; except; know; lose; accept; than; Now; then action verbs, and two sensory images. They
should then write the first paragraph of the
Writing: Dramatic Scene anecdote.
Practice, p. 46 Writing: Autobiographical Narrative

Sample answers:
1. The reader knows who is speaking because
Practice, p. 50
the character’s name, followed by a colon, Sample answers:
introduces the dialogue. A 1. Three details that tell about the setting are
2. Jessica expresses the opinion that she needs the wide, sandy beach, breaking ocean
a raise in her allowance. waves, and beautiful sunsets.
3. She has been doing more chores and 2. Two details that tell about the narrator are
spending her own money for lunches and that he or she is eight years old and not
school supplies. much of an athlete.
4. Jessica supported her opinion well. Her mom 3. Two details that tell about Tom are that he is
seems to agree. a good athlete and that he is a patient older
5. I should have a cell phone; I will take care of brother.
a dog if we get a new puppy. 4. The problem or conflict that narrator faces is
that he or she is afraid of getting hit by the
Assess, p. 47 board.
1. Students should choose one of the pairs of B Sample answer: He showed me how to paddle
characters. out beyond the breakers and “read” the waves.

Reading Kit Answers
He showed me where to place my feet on the B Sample answers:
board to avoid falling. He demonstrated moves 1. Dan is conceited and self-centered.
that would guide the board.
2. Sophie is insecure and lacks self-confidence.
A Students’ answers should briefly describe A 1. Indirect; 2. Indirect; 3. Direct; 4. Direct;
setting, characters, events, conflict, and
resolution. 5. Indirect
B Students should turn their answers into an B Sample answers:

autobiographical narrative, including descriptive 1. Mr. Smith takes comfort in his routines. He
details about the setting and characters. does not like changes or surprises.
2. Ryan is generous and easygoing.
Unit 2 Literary Analysis: Conflict
Reading: Make Inferences Practice, p. 58

1. A; 2. C; 3. B
Practice, p. 52
Sample answers: Assess, p. 59
A 1. nervous and trapped 1. B; 2. D; 3. C; 4. B
2. “Luke jumped slightly and quickly ducked
behind a chair,” “Biting his lip,” Literary Analysis: Comparing
3. Luke would probably like to get out of the Characters’ Motives
situation he is in.
B 1. I would guess that my friend failed her math Practice, p. 60
test. 1. B; 2. D; 3. A
2. I can tell that she is angry or upset. I know
because she rips the test in half and will not Assess, p. 61
talk about it. 1. C; 2. A; 3. B; 4. D
Assess, p. 53 Vocabulary: Prefixes and Suffixes

A 1. She is a new student. dis-, ex-, com-, -ation
2. “The room is buzzing with students. They all
look as if they’d known one another forever. Practice, p. 62
3. anxious A 1. extend; 2. starvation; 3. dishonest; 4. communicate
4. She finds an empty table and sits with her B 1. composition; 2. disclose; 3. exclaim; 4. determination
eyes “glued” to the table.
B 1. She is going to use the words to create her Assess, p. 63
self-portrait. Details: “She prefers to snip A 1. admiration; 2. disagreed; 3. compounds; 4. exceeded
words . . . and arrange them in creative B Sample answers:
images”; “With so many to choose from, . . . 1. F If you expose something, you are revealing it.
I can really express who I am.”
2. T The word disown means the opposite of own.
2. She does not appreciate Lee’s creativity.
3. T The word alteration means “the condition or
Details: She “rolls her eyes”; She calls the
process of changing or altering.”
words “silly scraps.”
4. F If you have a compact car, it is small, so you will
Reading: Text Aids and Text Features not be able to fit many things in it.

Practice, p. 54
1. A; 2. D; 3. C; 4. B
Practice, p. 64
1. appeared, A; 2. looked, L; 3. became, L;
Assess, p. 55 4. tasted, A; 5. remained, A; 6. win, A;
1. C; 2. B; 3. A; 4. B; 5. D 7. looked, A; 8. looks, L; 9. grew, L;
10. flooded, A
Assess, p. 65
Practice, p. 56 1. looked, L; 2. looked, A; 3. felt, L; 4. grew, A;
A 1. Direct; 2. Indirect 5. looked, L; 6. felt A; 7. sounded, A; 8. became,
L; 9. remained, L; 10. appeared, A; 11. look, A;
12. appear, A; 13. grew, L; 14. looked, A; understand. He or she must be patient and
15. became, L; 16. remained, L; 17. remained, A; reliable.
18. tasted, L; 19. looked, A; 20. felt, A 3. $10 per hour
4. He or she should call Joe at 555-6428.
5. Students might mention baby sitter and
gardener, for example.
Practice, p. 66
6. The character traits or skills should be
1. past, lived relevant to what is required to perform the
2. past participle, had measured job effectively.
3. past participle, have looked
4. present participle, are discovering Assess, p. 71
5. present, consider 1. Students should list job responsibilities, work
6. present participle, am attending days, and work hours relevant to the job they
7. present participle, are helping are writing the help-wanted ad for.
8. past, disappeared 2. Students should list skills, knowledge,

and character traits that are appropriate to
9. present, capture
the job they are writing the help-wanted
10. present, interest ad for.
3. Students should state a reasonable pay
Assess, p. 67 rate.
A 1. climbing; 2. try; 3. gone; 4. yelled; 4. Students should list their name and
5. receiving; 6. threw; 7. begun; 8. thought telephone number, address, or e-mail
B 1. present, cares address.
2. past participle, had mixed 5. Students should begin the help-wanted ad
3. past participle, have used with the name of the chosen job and should
4. past, showed include the information they recorded in
response to items 1–4.
5. present participle, is laughing
6. past participle, has fixed Writing: Persuasive Speech
7. past, included
8. present participle, is starting Practice, p. 72
9. present, operates A 1. the eating habits of young people
10. present participle, is playing 2. Young people eat far too much junk. They
need to improve their eating habits.
Grammar: Irregular and 3. classmates of writer’s
Troublesome Verbs 4. “When you eat well, you think more clearly,
retain more information, and perform better
Practice, p. 68 on tests. You have more energy for sports
1. lain; 2. rises; 3. laid; 4. drank; 5. done and other fun activities. And you don’t get
sick as often.”
Assess, p. 69 B Students’ persuasive speeches should address a
A 1. drank; 2. did; 3. Laying; 4. risen; 5. brought; particular audience, clearly state their position,
6. done; 7. lies; 8. raise; 9. did; 10. rising and provide convincing reasons that will appeal
B 1. Paul did his homework last night. to their audience.
2. Our little kitten has drunk all its
milk. Assess, p. 73
Students’ responses should reflect an
3. We brought our lunch to school.
understanding of persuasive speeches. Students
4. Pam had just lain down when the doorbell should choose a topic, identify an audience,
rang. clearly state their position in the first
5. Your voice rises at the end of a paragraph, and write convincing reasons that
question. will appeal to their audience.
Writing: Help-Wanted Ad Writing: Review
1. 3–5 P.M., two times a week 1. A, B, C, E, F, G, H, J; 2. C; 3. B
2. The tutor must be good in math and have the 4. No. Students should explain that a review of
ability to make fractions and decimals easy to a literary work can contain both positive and

Reading Kit Answers
negative reactions to an author’s work. The Literary Analysis: Setting
review is based on the reader’s response to
the work and is supported by facts and Practice, p. 82
details relating to the literary work. 1. It takes place on the coast.
2. gulls overhead flying to the shore, buoys
Assess, p. 75 flashing lights, and knowing that Chesapeake
1. A; 2. B; 3. C Bay follows the Atlantic coast
4. Students’ responses should show that they 3. Some of the events take place in the past, but
understand what a literary work is and what the main event the story is about takes place
constitutes a review of such a work. They in the present.
name the work and write two things that they 4. “for the past six months,” “today”
like about it and two things that they do not
like. They should mention story elements like Assess, p. 83
plot, character, action, and dialogue.
1. The events take place during the westward
expansion of the 1800s.
2. Horses swimming across the Missouri
River; horses pulling a wagon; the Irish
Practice, p. 76 potato famine, which brought the family to
1. C; 2. D; 3. B America, an experienced trail boss
taking the family west
Assess, p. 77 3. the United States
1. A 4. The Missouri River is located in the United
2. Two details are the snow and the phrase “up States of America.
here.” 5. Ireland
3. Students should conclude that the narrator 6. The writer states that he or she was born in
is worried or frightened. Ireland.
4. B; 5. B
6. Details include “stuck in cabin for four days” Literary Analysis: Comparing Themes
and “snow piled up in front of the door made
it impossible to get out.” Practice, p. 84
Sample answers:
Reading: Compare-and-Contrast
A 1. Practice makes perfect.
Organization
2. If at first you don’t succeed, try, try again.
Practice, p. 78 3. Both passages illustrate the theme that
hard work and determination result in
1. point-by-point; 2. B; 3. C; 4. C
success.
B 1. True; 2. True; 3. False; 4. False
Assess, p. 79
1. block Assess, p. 85
2. Answers can include the family, they belong
to, their hunting methods, their choice of Sample answers:
prey, and where they live. 1. A handicap does not need to limit success.
3. They are both members of the raptor family. 2. With help, people can overcome handicap.
They both eat small animals and other birds. 3. Both passages emphasize that handicaps can
4. Falcons hit their prey in midair; hawks bring out greatness and that people can
surprise their prey. Falcons do not build succeed despite handicaps.
nests; hawks do.
Vocabulary: Word Roots
Literary Analysis: Theme -migr-, -clin-, -tempor-, -volv-
A 1. false; 2. true; 3. true A 1. recline; 2. temporary; 3. migrate;
B 1. A; 2. B; 3. A 4. revolving
B “to move” or “to wander”: emigrant, immigrate
Assess, p. 81 “to lean”: inclination
A 1. B; 2. A; 3. A; 4. B “time”: temporize
B 1. B; 2. B “to roll” or “to turn”: involve, devolve
C B.
Assess, p. 87 Spelling: Adding Suffixes
A 1. B; 2. C; 3. A; 4. D
B 1. incline; 2. revolve; 3. migrant; Practice, p. 94
4. contemporary A 1. f; 2. e; 3. e; 4. f; 5. c; 6. b; 7. d; 8. a
C 1. D; 2. A; 3. B; 4. C B 1. canceling; 2. happily; 3. jumping; 4. tried;
5. copying; 6. stopped
Assess, p. 95
Practice, p. 88 A 1. calmly; 2. traveling; 3. beginning; 4. sunny;
1. arrived, past; 2. will cook, future; 5. happily
3. writes, present; 4. lost, past; B 1. B; 2. A; 3. D; 4. A; 5. C
5. planned, past
Assess, p. 89
A 1. will give, future; 2. works, present; Practice, p. 96
3. drove, past; 4. will fail, future; A 1. appearance; 2. action; 3. personality
5. plans, present B 1. Students should name a fictional character.
B 1. learned; 2. will live; 3. stood; 4. sends; 2. Students should supply at least two details of
5. fell; the character’s appearance.
6. will worry; 7. ate 3. Students should supply at least one detail of
the character’s actions.
Grammar: Perfect Verb Tenses 4. Students should supply at least one detail of
the character’s personality.
Practice, p. 90
1. present perfect; 2. future perfect; Assess, p. 97
3. past perfect; 4. present perfect; A 1. actions; 2. appearance; 3. personality
5. future perfect B Students should complete the character
description that they began on the Practice page.
Assess, p. 91 Their paragraphs should include details of the
A 1. had mastered, past perfect character’s personality, appearance, and actions.
2. has spent, present perfect
3. will have built, future perfect
4. had left, past perfect Practice, p. 98
5. has won, present perfect A My family and I drove to the Grand Canyon this
6. had completed, past perfect summer. First, we stopped at Grandma’s house.
7. will have repaired, future perfect Then, we drove through the desert. The sun was
B 1. have moved setting. The mountains around us turned gold
and orange. It was amazing!
2. had walked
3. has predicted B 1. Students should name a personal experience
suitable to telling in a personal narrative.
4. will have hatched
2. Students should give a descriptive detail of
5. had stopped
the experience.
6. will have closed
3. Students should give one of their reactions to
7. have helped the experience, such as a thought or feeling
they had at the time.
Grammar: Revising to Maintain
Verb Tense Assess, p. 99
A 1. Students should list three personal
Practice, p. 92 experiences that they might write about.
A 1. left; 2. will buy; 3. have arrived; 2. Students should list three or four events that
4. had talked; 5. will have seen were part of the experience. Students should
B 1. said; 2. answer; 3. did; 4. washed enter the events in chronological order.
3. Students should give three descriptive details
Assess, p. 93 about the event.
A 1. C; 2. C; 3. B; 4. B; 5. D; 6. A 4. Students should give two of their reactions to
B 1. arrived; 2. do; 3. gets; 4. will wait the experience, including thoughts or feelings
they had at the time.

Reading Kit Answers
B Students’ personal narratives should tell the Reading: Author’s Conclusions
events they listed in activity A in the order of
their occurrence. Students should incorporate Practice, p. 104
into their narratives the descriptive details and
reactions they listed in that activity. Sample answers:
1. The author’s argument is that school should
Writing: Short Story not start so early in the morning. It is stated
clearly.
Practice, p. 100 2. Teenagers need 8.5 to 9.25 hours of sleep.
A 1. third-person (omniscient) point of view Because their sleep patterns shift toward
later times, they don’t get the sleep they need
2. She is popular, friendly, and a good skater.
when awoken early for school. A University of
3. She was invited to a skating party but does Minnesota study shows that changing to later
not know how to skate. school starting times improved attendance
4 “icy pond,” “afternoon sun shone brightly” and alertness at school.
B Sample answer: 3. Yes, the evidence is believable because it
“Hey, Cassie are you okay?” Shandra called. She includes facts that can be checked.
quickly skated to Cassie’s side. 4. Students may or may not share the author’s
“Oh yeah, I’m fine,” Cassie answered, reaching opinion, but they should realize that it is
up to grab Shandra’s outstretched hand. “The based on sound reasoning.
sun was in my eyes; that’s all.”
“Great,” Shandra said. “Let’s race back to the Assess, p. 105
others and get this party started!”
Sample answers:
Assess, p. 101 1. The author’s argument is that all schools
should have to teach a class on bullying. It is
1–7. Students should demonstrate an
stated clearly.
understanding of the characteristics of a
short story. They should provide an 2. About 30% of youth in the United States are
interesting conflict, or problem, give a involved in bullying. Bullying is often a
sequence of three related events, and give warning sign that teens are heading for
details, including events and dialogue, that trouble. Bullies are four times more likely to
add vividness to the story. be convicted of crimes by the age of 24. Their
victims might become tense, afraid, and
depressed. Being bullied can have a bad
Unit 3 effect on their schoolwork as well as on their
feelings of self-worth.
Reading: Author’s Purpose 3. Yes, the evidence is believable because it
includes facts that can be checked.
Practice, p. 102 4. Students may or may not share the author’s
opinion. They should realize that the evidence
1. B; The writer is informing the reader about
does not adequately support the conclusion
what can be found at Yellowstone National
that a class on bullying would help. The
Park.
author would need more evidence of this.
2. D; The writer tells entertaining, informative
stories meant to persuade the reader to visit Literary Analysis:
Yellowstone.
Autobiographical Narrative
3. A; The writer wants to persuade people to
agree with her about the endangered flower.
Practice, p. 106
1. C; 2. D
Assess, p. 103
1. to inform
Assess, p. 107
2. Sample answer: “Forces deep within the earth
1. B; 2. C; 3. B
are constantly affecting the surface of the
earth.”; “Sensitive instruments called
seismographs can detect strong earthquakes.”
3. to persuade
Practice, p. 108
4. Sample answer: “I think it is time to bring
1. C; 2. D; 3. C; 4. C
typing instruction back to the classroom,”
“Imagine how much more our students will
get out of their computer time if they know Assess, p. 109
how to use the keyboard.” A 1. D; 2. A
B 1. to explain something; 2. to present ideas about Grammar: Comparisons With Adjectives
something; 3. to give information about something
Practice, p.116
Literary Analysis: Comparing Biography 1. hotter, hottest; 2. shorter, shortest;
and Autobiography 3. dirtier, dirtiest; 4. funnier, funniest;
5. thinner, thinnest;
Practice, p. 110 6. more wonderful, most wonderful;
1. A; 2. B; 3. B, A; 4. B; 5. B, A; 6. A; 7. B; 8. A 7. more polite, most polite

A 1. true; 2. true; 3. false; 4. true; A 1. largest, 2. creepiest; 3. smaller; 4. warm;
5. false; 6. true; 7. false; 8. true 5. hardier
B 1. autobiography; 2. biography B 1. most enjoyable; 2. longer;
3. more comfortable; 4. most exciting; 5. clearer;
Vocabulary: Prefixes and Suffixes -ity,
6. louder; 7. longest; 8. brightest;
-ance, ir-, sup-/super-
9. most thrilling; 10. bigger
Practice, p. 112
A 1. irresponsible; 2. remembrance; 3. possibility;
4. supermarket
B 1. E; 2. D; 3. A; 4. F; 5. B; 6. C Practice, p. 118
1. I; 2. C; 3. I; 4. C; 5. C
Assess, p. 113
A Sample answers: Assess, p. 119
1. Yes. An irresistible dessert is one you cannot A 1. well; 2. regularly; 3. well; 4. best; 5. slowly;
resist. 6. carefully; 7. better; 8. good; 9. suddenly;
10. good
2. Yes. A superb concert is excellent.
3. No. A rarity is something that happens not
B 1. Does Andy play water polo well?
often. 2. I think Andy can do well at almost any water
sport.
4. No. He is resisting doing something.
3. Cynthia is the best violinist in our
5. Yes. A superstar is exceptionally successful
school.
and famous.
4. From your description, that movie certainly
B 1. irregular; 2. superior; 3. community;
sounds good.
4. assistance
5. Of the two jackets I bought yesterday, I like
Grammar: Adjectives and Articles the tweed one better.
Practice, p. 114 Writing: Letter

1. a, small; 2. the, second, heavy, the;
3. a, roaring; 4. many, much;
Practice, p. 120
5. The, long, difficult; 6. delicious, a;
A 1. B; 2. C; 3. A
7. The, whole, happy, the; 8. The, cloudy;
B Students’ letters should demonstrate the
proper use of the components of a business
9. Special; 10. a, camping, next letter.
Assess, p. 115
Assess, p. 121
A 1. What kind?; 2. Which one?; 3. How much?;
4. How many?; 5. What kind?
A 1. B; 2. C; 3. A
B Students should respond to the topic and
B 1. tasty—oranges; messy—oranges
should include all the components of a friendly
2. last—child letter.
3. much—money
4. several—musicians; popular—musicians Writing: Persuasive Letter
5. funny—movie
6. descriptive—paragraph; natural—setting Practice, p. 122
7. hot—August; humid—August Sample answers:
8. Five—players; one—time 1. “The president of the PTA has pointed out
9. little—snow; early—winter one problem associated with a four-day
10. first—speaker; twenty—minutes school week.”

Reading Kit Answers
2. “It would be dangerous.” 2. Loaded language: “A toothpaste that is out of
3. “A four-day week would only add to the sight,” Bandwagon appeal: “Leaves everyone’s
burdens of our school system.” teeth so clean and white.”

1. Students should clearly state an opinion on A 1. loaded language
the topic of choice. 2. bandwagon appeal
2. Students should list several points in support 3. broad generalization
of their opinion, followed by an appropriate 4. faulty reasoning
persuasive technique for each one. 5. hidden message
3. Students should list strong, forceful words B Student advertisements should contain one or
that might stir readers’ emotions. more examples of propaganda techniques.
4. Students’ conclusions should reinforce their C Students should identify and list any
opinions. propaganda techniques.
Writing: How-to Essay Literary Analysis: Author’s Influences

1. It instructs someone to get from a given place 1. C; 2. A; 3. B
to a library.
2. No. Assess, p. 131
3. then, next, finally 1. C; 2. A; 3. C
4. Sample answer: Walk to the end of the block.
Turn left on Maple Avenue. Turn right on Literary Analysis: Mood
Scott Street. Turn right on Beechwood
Boulevard. Look for the library on the left. Practice, p. 132
5. Student’s maps should reflect the A 1. C; 2. B
directions.
B Sample answer: cold shadow; my heart shivers;
Assess, p. 125 The mood is sad and lonely.
1. Students should select one of the suggested
topics or name a topic of their own that is Assess, p. 133
suitable to a how-to essay. A 1. A
2. Students should write sentences that 2. Sample answers: bright and breezy day;
introduce the topic of the essay. sparkling sand; she laughed out loud
3. Students should list relevant details, 3. C
including all the materials (if any) and the
B Sample answers:
steps.
1. The mood is relief.
4. Students should organize the steps in order 2. I see you now; alive; Oh, alive!
and include transitional words and phrases.
5. If an illustration is needed, students should Literary Analysis: Comparing
create one. Authors’ Styles
6. Students should provide a concluding
sentence that sums up the essay. Practice, p. 134
1. D; 2. C; 3. A
Reading: Main Idea
Assess, p. 135
Practice, p. 126
1. C; 2. D; 3. D; 4. C
1. B; 2. A; 3. D
Vocabulary: Prefixes, Suffixes, and
Assess, p. 127 Word Roots pre-, -ent, -scrib-/-scrip-, -tort-
1. C; 2. A; 3. C
Practice, p. 136
Reading: Recognize Propaganda A 1. distortion; 2. prescription; 3. preview;
Techniques 4. patient
B “having,” “showing,” or “doing”: dependent,
Practice, p. 128 absorbent
1. Buy their toothpaste tonight, get shiny teeth.
“before” or “in advance”: predate, prearrange Grammar: Combining Sentences Using
“to write”: scripture Coordinating Conjunctions
“to twist out of shape”: torture
Practice, p. 142
Assess, p. 137 1. You can go to the library, or you can search
A Sample answers: the Internet.
1. F A contortionist is someone who can twist 2. Jen was late for the bus, so she had to run.
the body into odd positions. 3. Missy has three pets, and she takes good
2. T Since scribe contains the root meaning care of them all.
“to write,” it is likely that it means “a person 4. Shetland sheepdogs look like collies, but they
who writes.” are smaller.
3. F On the contrary, wearing a seat belt in the
car is widely considered an important safety Assess, p. 143
precaution. A 1. Jan played the drums, and Tim played the
cymbals.
4. F A persistent person is someone who does
not give up. 2. The band leader was ill, so the concert was
canceled.
B 1. D; 2. B; 3. A; 4. D
3. We can study together, or you can study on
C 1. B; 2. A; 3. D; 4. C
your own.
Grammar: Adverbs 4. My brother went out to play in the snow, but
I stayed indoors.
Practice, p. 138 B Sample answer:
A 1. warmly—greeted; 2. fast—run; 3. here—left; Juan has planned a picnic, and the whole
4. very—big family will go. It is a little cloudy, but it
probably will not rain. Juan and Dad have
B 1. never, again; 2. quickly; 3. Very, calmly;
prepared some food. They are both good cooks,
4. angrily, then, forward so we will enjoy the meal. We can carry our food
to the park, or Dad can drive us to the lake.
Assess, p. 139 Either place is pleasant. My family goes on
A 1. often—goes picnics often, and we always have fun.
2. quite—gracefully; gracefully—skates
3. nervously—chuckled Spelling: Base Words and Endings
4. well—played; today—played Practice, p. 144
5. forcefully—swung A 1. carried; 2. carrying; 3. benefiting;
6. Quickly—opened; carefully—wrapped 4. leaped; 5. delayed; 6. stopped
7. usually—speaks; softly—speaks B 1. B; 2. B
8. Yesterday—took
9. correctly—does Assess, p. 145
10. Later—helped; kindly—helped A 1. stopped; 2. delayed; 3. carried;
B Sample answers: 4. carrying; 5. benefiting; 6. leaped
1. loudly; 2. Soon; 3. south; 4. softly; B 1. C; 2. C; 3. B; 4. A

5. carefully; 6. early; 7. there; 8. often C 1. played; 2. hurrying; 3. scurrying; 4. skipping
Grammar: Conjunctions and Interjections Writing: Journal Entry

Practice, p. 146
Practice, p. 140 1. Students should identify the event they have
1. and; 2. but; 3. Phew; 4. or; 5. Wow; 6. yet; chosen to write about.
7. Hey; 8. but; 9. and; 10. Oh 2. Students should state when the event
happened.
Assess, p. 141 3. Students should state where the event
A 1. and; 2. but; 3. and; 4. and; 5. but; 6. or; happened.
7. or; 8. but; 9. but 4. Students should list the people involved.
B Sample answers: 5. Students should list two descriptive details
about the event, the place, or the people
1. Ouch; 2. Oh; 3. Uh; 4. Wow; 5. Ouch; 6. Yea;
involved.
7. Uh; 8. Wow; 9. Ouch; 10. Aw
6. Students should describe how they felt about
the event.

Reading Kit Answers
Assess, p. 147 a statement of their position, two reasons that
1. Students should name an event that might support their position, two examples that
happen next in the life of the journal writer. illustrate each reason, and a conclusion that
restates their position.
2. Students should describe plausible reactions
of the journal writer to the event they have
proposed in question 1. Unit 4
3. Students should write a third journal entry
that includes the character’s thoughts and Reading: Context Clues
feelings. They should write in the first person.
Practice, p. 152
Writing: Lists A 1. (cannot eat it); (poisonous); “unable to be eaten”
2. (could not figure out); “baffled or confused”
Practice, p. 148 B 1. cold; freeze; chill
A 1. F; 2. T; 3. F; 4. T; 5. T 2. Missives means “letters.” Context clues
B Sample answer: include “write” and “Mail.”
• Cooperate with everyone at school.
• Be in your seat and ready to work when the Assess, p. 153
bell rings. A 1. A; 2. B; 3. D
• Dress appropriately. B 1. A
• Pay attention to the teacher. 2. Sample answer: many
• Do not eat or drink in class. 3. In their answers, students should show that
they figured out the meaning of the word
Assess, p. 149 multitude (it refers to a great number). They
A 1. two items; 2. wording; 3. sentences; need to use context clues to determine that
many can be used in place of “multitude of ”:
4. complete sentences
“And the many items needing repair.” They
B 1. Numbered; 2. Bulleted; 3. Numbered; should note that reading ahead and
4. Bulleted; 5. Numbered rereading helped them make this
C Sample answer: determination and helped them check the
• Listen carefully to what they are saying. accuracy of their response.
• Do not interrupt when they are speaking.
• Make sure that your arguments are logical.
• Speak clearly and respectfully to make your
Practice, p. 154
point.
1. B; 2. B
• Consider compromising to get a good result.
Writing: Persuasive Essay Assess, p. 155

1. C; 2. A; 3. B
Practice, p. 150
Sample answers:
Reason 1: Most organized after-school activities Practice, p. 156
are for younger students. A 1. personification; 2. metaphor
1. Example: Many elementary schools sponsor B 1. B; 2. A; 3. A
their own after-school care geared toward
younger students.
Assess, p. 157
2. Example: Many younger students play on
A 1. simile; 2. personification; 3. simile;
organized sports teams after school.
4. personification; 5. metaphor; 6. metaphor;
Reason 2: Not having after-school activities in
middle school can cause problems. 7. metaphor; 8. personification
1. Example: My friend goes home alone after B 1. Students should provide an example of
school and feels lonely. personification.
2. Example: Some students hang out on the 2. Students should provide an example of a simile.
streets after school and get in trouble. 3. Students should provide an example of a
metaphor.
Assess, p. 151
Students should complete the outline based on
the topic they chose. The outline should include
Literary Analysis: Rhythm and Rhyme B 1. Hearty means “full of heart,” so the person
is happy to see you.
Practice, p. 158
2. Because malfunctions means “functioning
A 1. Hump (ty) Dump (ty) sat (on a) wall, / Hump badly,” the computer is not working properly.
(ty) Dump (ty) had (a great) fall.
3. Because automatic means “self-functioning,”
2. I’m No (body.) / Who (are) you? / (Are) you— the driver does not have to shift the gears.
No (body)—too?
4. Yes. If you attend a friend’s birthday party,
3. Then (the) team (had) tied (the) score. / (The) you are in “a state of celebration,” so you are
game (went) on (one) in (ning) more. considered a celebrant.
4. Mir (ror, ) mir (ror) on (the) wall, / Do (you) C 1. B; 2. C; 3. A; 4. D
know (why) I’m (so) tall?
B fly, sky. soar, more, dove, above Grammar: Simple and
Compound Subjects
Assess, p. 159
A 1. C; 2. B; 3. C; 4. B
Practice, p. 164
1. brothers; 2. She, Karen;
B (A) flea (and) (a) fly (in) (a) flue
3. horses, donkeys; 4. pigeon;
(Were) caught, (so) what (could) (they) do?
5. mom, dad; 6. kittens; 7. Bob, I
(Said) (the) fly, “(Let) (us) flee.”
“(Let) (us) fly,” (said) (the) flea.
Assess, p. 165
(So) (they) flew (through) (a) flaw (in) (the) flue.
A 1. The puzzle in that newspaper; puzzle
Literary Analysis: Comparing Imagery 2. Fancy decorations; decorations
3. An overtime period; period
Practice, p. 160 4. Most babies; babies
Sample answers: 5. The fierce wind in my face; wind
1. Sight: “[garbage] piled up to the ceilings”: B 1. photos, letters; 2. hamster; 3. boys;
coffee grounds, potato peelings, brown 4. Ellie, I; 5. cat, dog
bananas;
C Sample answers:
Smell: “garbage”; “rotten peas”
1. Jim and Andy; 2. Wanda and I;
2. Sight: “fingerprints”; Hearing: “laugh my
3. Gina and Dillon; 4. Sam or Kelly;
laugh”; Taste: “cry my tears”; Touch: “cry
5. Flowers and trees
my tears”

Assess, p. 161
Sample answers:
Practice, p. 166
A 1. interrogative; 2. declarative; 3. interrogative;
1. sight; 2. “fog,” “little cat’s feet”;
4. imperative; 5. exclamatory; 6. declarative
3. hearing; 4. “sputters, / utters / a splutter”;
B Sample answers:
5. “Fog”; 6. Onomatopoeia
1. The ladies were waiting for a taxi.
Vocabulary: Prefixes, Suffixes, and 2. Is Fred going to the game with us?
Word Roots auto-, -mal-, -ant, -y 3. Throw the cans in the recycling bin.
4. What a day it has been!
Practice, p. 162
A 1. sleepy; 2. autograph; 3. applicant; 4. malady
Assess, p. 167
B Sample answers:
A 1. declarative; period
1. Because ocean water is so salty, it is not
2. interrogative; question mark
healthful for people to drink.
3. imperative; period (or exclamation mark)
2. If you show malice toward someone, you do
not like that person. 4. imperative; period
3. The crops were so abundant that the farmers 5. declarative; period
had a lot to sell. 6. exclamatory; exclamation mark
4. The author wrote an autobiography to focus 7. interrogative; question mark
on her artistic career. B Some answers may vary slightly.
1. The coach treats all the players fairly.
Assess, p. 163 2. Wait for me by the stage door.
A 1. C; 2. D; 3. A; 4 . B 3. How exciting that game was!
4. Will Heidi compete in the spelling bee?
© by Savvas Learning company LLC All rights reserved. Reading Kit Answers 407
Grammar: Revising for Writing: Poem
Stronger Sentences
Practice, p. 172
Practice, p. 168 Sample answers:
1. exclamatory; exclamation mark
1. My cat’s fur is a soft as silk.
2. imperative; period
2. The moon is as round as a dinner plate.
3. declarative; period
3. My favorite book is a doorway to another
4. exclamatory; exclamation mark world.
5. interrogative; question mark 4. The star is a blue diamond in the sky.
6. declarative; period 5. The old school bus grumbled as it rolled
7. imperative; period down the bumpy road.
8. declarative; period 6. The squirrel greeted us on our front stoop.
9. interrogative; question mark
10. imperative; exclamation mark (or period) Assess, p. 173
A 1. B; 2. A; 3. A
Assess, p. 169 B Students should write a four-line poem using at
A Some answers may vary slightly. least one simile, metaphor, or example of
1. How fascinating that museum exhibit was! personification.
2. Come with me to the orchard.
3. Reggie can carry the football without fumbling.
4. Are the buses running on time today? Practice, p. 174
5. Missy’s mountain bike has been repaired. Students should write three more steps for the
B 1. period; 2. question mark; 3. period; solution as well as evidence demonstrating why
4. C; 5. exclamation mark; each step is important.
6. question mark; 7. C
Assess, p. 175
Writing: Letter to an Author Students should supply four steps to
demonstrate how newly arrived immigrants can
Practice, p. 170 shop successfully at a grocery store or mall, as
well as evidence that explains why each step is
Sample responses: important.
1. Tommy Turner enjoyed the interesting
rhymes. He also enjoyed reading about the Reading: Paraphrasing
surprising things Isabel did.
2. Tommy would recommend the poem to his Practice, p. 176
friend Isabel because he thinks she will get a A Sample answers:
kick out of it. 1. A dark, wintry night
3. Tommy’s suggestion is that Nash write a 2. The gear with which an animal pulls a
series of poems about people whose names vehicle or other device
begin with each letter of the alphabet, with
3. He is talking about the weather, the gentle
illustrations of each person.
wind, and the light snow.
B Students should paraphrase any four lines of
Assess, p. 171 the poem. Their paraphrases should reflect an
A 1. Students should write the name of an author understanding of the lines.
whose work they have enjoyed.
2. Students should name a favorite work by Assess, p. 177
their chosen author.
A Sample answers:
3. Students should clearly state what they like
1. youngster or child
best about the work.
2. hair
4. Students should list a few questions about
the author’s past work. 3. money
5. Students should make one or more specific 4. one who is regarded for his experience or
suggestions for the author’s future work. wisdom
B Students’ letters should reflect the answers they 5. easy to bend; limber
gave in activity A. B Students’ paraphrases should demonstrate an
understanding of the lines.
Reading: Prepare Applications Assess, p. 185
1. smell (“pine-pungent,” “cleaning”), sight
Practice, p. 178 (“forests”)
1. No. Timmons, Bobby; 2. Yes. 3. the date; 2. sight (“lines,” snow-white, “magnifying the sun”)
4. J—Juvenile 3. sight (“sea surging,” rock “holes”), sound
(“muffled thunder”)
Assess, p. 179 4. Possible answer: a place of wild and varied
Students should fill out their applications natural sites
completely, leaving “Parent/Guardian” blank only B Students’ poems should describe one particular
if they are over 13. They should print all answers, beloved place and should include at least three
give their name last name first, and give the date images, evoking three senses.
in month/day/year format. Students should
circle the patron type corresponding to their age. Vocabulary: Suffixes -less, -ship, -ly
Practice, p. 186
A 1. friendship; 2. hopeless; 3. leisurely
Practice, p. 180
B 1. leadership; 2. finally; 3. homeless
Sample answers:
A 1. Lines 1, 2, and 5 rhyme (“Joe,” “bow,” and Assess, p. 187
“glow”), and have three beats each. Lines 3 A 1. C; 2. B; 3. A
and 4 rhyme (“sun” and “done”) and have two
B 1. with someone else; 2. appears to be a mystery;
beats each.
3. lack energy
2. An arrow flies high
C 1. A; 2. B; 3. C
3. It would be in the shape of arrow in order to
symbolize the action in the poem. Grammar: Direct and Indirect Objects
B Students’ poems should follow the appropriate
formats. A new last line for the limerick should Practice, p. 188
have the same rhythm as lines 1 and 2, and
1. indirect object; 2. direct object;
should rhyme with “Joe” and “bow.”
3. indirect object; 4. direct object;
Assess, p. 181 5. indirect object; 6. direct object;
1. D; 2. C; 3. B; 4. B; 5. C; 6. D 7. direct object
Literary Analysis: Sound Devices Assess, p. 189

A 1. direct object—meal
Practice, p. 182 2. direct object—story; indirect object—toddler
A 1. alliteration; 2. repetition; 3. onomatopoeia 3. direct object—game
B 1. B; 2. A; 3. A or C 4. direct object—shots; indirect object—kitten
5. direct object—boat
Assess, p. 183 6. direct object—discounts; indirect object—
A 1. repetition; 2. onomatopoeia or alliteration; customers
3. alliteration 7. direct object—test
B 1. C; 2. A; 3. C B Sample answers:
1. bike; Tom gave Kevin a new skateboard.
2. clubhouse; Mom built the boys a treehouse
in the yard.
Practice, p. 184
3. salad; Hector will eat a sandwich for lunch.
Sample answers: 4. soup; Will you bring us some chopsticks?
1. “whistled”—sound; “dark green pines”—sight 5. vase; In pottery class Teresa made a pretty
2. “warm kitchen”, “misted”, “cold faces”— plate.
touch; “garlic”—smell.
3. “Salsa! Pungent, salty, oniony”—taste; Grammar: Predicate Nouns and
“oniony”—smell; “green-hot”—taste and touch Predicate Adjectives
4. “swathed,” “warmth” “worn”—touch, “blue”
“worn/blanket” —sight Practice, p. 190
5. “buzz saw”—sight and sound; “screeched,” A 1. predicate noun; 2. predicate noun;
“whined”—sound; “bit”—sight 3. predicate adjective; 4. predicate noun;
5. predicate adjective; 6. predicate noun; Writing: Poem
7. predicate adjective; 8. predicate adjective;
9. predicate noun; 10. predicate adjective Practice, p. 196
1. Students should list a topic that is suitable
Assess, p. 191 for a concrete poem. (Abstract nouns do not
A 1. smells—delicious; 2. was—poet; make good topics for concrete poems.)
3. seems—happy; 4. was—spicy; 2. Sample answer: A bird softly sings.
5. became—doctor; 6. have been—friends; 3. Sample answers: A cow that does not moo;
now, bow.
7. are—employees; 8. is—heavy;
9. has become—captain; 10. will be—famous
Assess, p. 197
B 1. soloist, PN; 2. loud, PA; 3. cheerleader, PN;
A 1. B; 2. C; 3. A
4. squash, PN; 5. right, PA; 6. pet, PN;
B 1. Students should demonstrate that they have
7. cold, PA; 8. cloudy, PA; 9. mechanic, PN; grasped the idea of a concrete poem. For the
10. unbalanced, PA beautiful flower garden in the spring, students
might shape flowers out of the words. For the
Grammar: Revising Choppy Sentences bright shiny apple on a table, students might
shape an apple and a table out of the words.
Practice, p. 192 2. Sample answers: English ivy climbs; Red
1. Sue may become a lawyer or a judge. delicious fruit
2. The fireworks were colorful but loud. 3. Sample answers: tail, snail; road, toad
3. Dad will give Jenna or me a ride.
4. They raise goats and pigs on their farm. Writing: Prose Description
Assess, p. 193 Practice, p. 198

A 1. Jan wrote the lyrics and the melody. A 1. the rain
2. The cream tasted fresh and sweet. 2. Sample answers: the rain kisses you, beats
on your head, sings a lullaby, makes pools,
3. Mr. Garcia will tell Sid or me a story.
plays a song
4. Miss Witmer is a science teacher and a
3. Answers may include “kiss you” (touch); “beat
coach.
upon your head” (touch); “silver liquid drops”
B Sample answer: The awards ceremony was held on (sight); “sing” (sound); “still pools” (sight); and
Thursday evening. Mr. Grimes was the organizer “running pools” (sight and sound); “a little
and a presenter. Our principal gave Mindy Chang sleep song” (sound).
and Russ Hill awards for math. Most of the
B Sample response: I love when it rains. The rain
speeches were brief and entertaining. I do not
kisses me. It falls in silver liquid drops and sings
know about you, but I enjoyed the ceremony.
a lullaby. It makes puddles on the sidewalk and
runs through the gutters. I love listening to the
Spelling: Words With Prefixes rain playing a song on the roof at night.
and Suffixes
Assess, p. 199
Practice, p. 194
A 1. a neighborhood ballgame
1. disappoint; 2. misspent; 3. reelect;
2. Sample answers: Bill Corson was pitching;
4. argument; 5. announcement; 6. joyous;
Chuck Keller was on first; Ron O’Neill, Jim,
7. stubbornness; 8. pitiful; 9. irritation;
and Dennis were talking in the field.
10. burial
3. Answers may include “an empty lot,” “elms
and fir and honeysuckle” (sight); “buckskin
Assess, p. 195
jacket” (sight, touch); “t-shirt riding up over
A 1. A; 2. D; 3. B; 4. C his gut” (sight); “Ron O’Neill, Jim, Dennis,”
B 1. announcement; 2. disappoint; 3. misspent; (sight); “talking it up” (sound); “blue sky
4. pitiful; 5. reelect; 6. stubbornness above them / Tipped with cirrus” (sight).
C Sample responses: B Sample answer: It is a great day to play

baseball. The blue sky is clear, with a few thin
1. I will reheat the leftovers for dinner.
white clouds. The boys are playing in an
2. Her honesty is admirable. empty lot with trees all around. Bill Corson is
3. Everyone needs a good education. pitching. He is wearing a buckskin jacket.
4. I use a dictionary so that I will not misspell Chuck Keller is on first. Chuck is fat, and his
words. stomach shows when his T-shirt rides up.
5. He is the funniest boy in our class. Ron, Jim, and Dennis are in the field talking.
Writing: Comparison-and-Contrast Essay 4. Sample answer: “I’ll be a pro in no time at all!”
Practice, p. 200 Assess, p. 205

A (teamwork); dribbling; how to score; body parts A 1. Carmine and Susan,
used to play; (focus of the action) 2. the desert
B Sample answer: Family: Lions and tigers are 3. Sample answer: “But I’m so thirsty!”
both cats. Diet: Both hunt for their meat. Color:
Lions are a yellow or golden. Tigers are orange B 1. Jack and Jan
with black stripes. 2. a boat on the ocean
3. Jack has caught a big fish.
Assess, p. 201
1. Students should name one of the topics Literary Analysis: Comparing a Novel to
listed or another subject appropriate for Its Dramatization
comparison.
2. Students should name three relevant Practice, p. 206
categories for comparison. A 1. unethical; 2. ethics; 3. ethnic
3. For each subject they are comparing, students B 1. C; 2. A; 3. B
should give details in each of the three C Sample answers:
categories that they listed in response to item 2. 1. Your culture, race, and religion help
4. In their paragraphs, students should present determine your ethnic group.
the details that they gathered in response to 2. Ethnology is the study and comparison of
item 3. human cultures.
3. An unethical person would tell a lie.
Unit 5
Assess, p. 207
Reading: Summary A 1. A; 2. C; 3. B
B 1. scolding; 2. proper behavior;
Practice, p. 202 3. the customs of a group
A 1. B; 2. C C 1. ethnicity; 2. ethical; 3. ethnology
B Students should recognize that “Because the
sixth grade wanted to donate to a charity” can Vocabulary: Word Roots -eth-
be left out. The main idea is clear without it.
They might also say that the name of the fund- Practice, p. 208
raiser is not important. In explaining their
choices, students should show that they have
A 1. -scrib-; write
considered the relative importance of details. 2. -scrib-; write
3. -brev-; short
Assess, p. 203 4. -brev-; short
Sample answers:
B 1. A; 2. C; 3. D; 4. B
1. In space, the weaker gravity causes changes
to occur in the human body.
Assess, p. 209
2. “Our bodies are adapted to Earth’s
A 1. scribble; 2. abbreviations; 3. scripture;
4. briefly
gravity”; “in microgravity, your blood is
rerouted.” B 1. False; 2. True; 3. True; 4. False; 5. True;
3. In space, the weaker gravity causes changes 6. True; 7. False; 8. True
to occur in the human body. Weak gravity
makes blood flow from the legs to the head. Grammar: Prepositions and
Because we are used to Earth’s gravity, Prepositional Phrases
humans in space feel different sensations.
Practice, p. 210
Literary Analysis: Dialogue A 1. for; 2. over; 3. on; 4. behind; 5. without;
in Drama 6. about
B 1. (over the fence)
Practice, p. 204 2. (into the room)
1. Noah and Sharon 3. (above the stage)
2. a school dance 4. (beneath the sea)
3. Sharon is teaching Noah to waltz. 5. (near the shore)
Assess, p. 211 A Sample answers:
1. the flop-flop-flopping sound of the flat tire
A Sample answers:
2. Dr. Simon got a flat tire on the way to work.
1. over; 2. into; 3. Within; 4. underneath;
5. after; 6. around; 7. under; 8. inside; 9. 3. Yes
through; 10. During B Students should write summaries that include the
B 1. (from its cage) most important events, characters, and ideas in
the order in which they appear in the passage.
2. (behind the fence)
3. (across the street)
Assess, p. 215
4. (after lunch)
A Sample answers:
5. (during the Stone Age)
1. Gary Watson and Dale McGyver
6. (down the mountain)
2. Ursula is a success on a television cooking
7. (through Spain and Italy) show.
8. (During our last visit) 3. Yes
9. (at a fancy restaurant) B Students should write summaries that include the
10. (inside the room) most important events, characters, and ideas and
that follow the order of events in the passage.
Grammar: Revising With
Participial Phrases Writing: Letter

Sample answers: 1. This is an example of a friendly letter.
2. Feeling better, the patient ate some 2. B
soup. 3. Students should list two people to whom they
3. Exhausted by the game, the tennis players might send a friendly letter such as a friend
rested in the shade. or relative.
4. Sitting on the bench, the players cheered for 4. Students should list two appropriate topics
their teammates. that they might discuss with their chosen
correspondent.
5. Called to the microphone, the speaker
appeared nervous.
Assess, p. 217
Assess, p. 213 1. Students should name a person to whom
they might send a letter such as a friend,
A 1. Troubled by the news
relative, or author.
2. waiting for the right moment
2. Students should list two appropriate topics
3. Gliding swiftly that they might discuss in their letters.
4. Greeting the guests 3. Students should demonstrate that they
5. frozen for centuries in ice understand the parts of a letter. Their tone
6. Holding their breath should reflect the type of letter they are
7. Motivated by the prizes writing—friendly or business.
8. Crossing the finish line
9. Feeling secure
10. shaded by trees
Practice, p. 218
B Sample answers: 1. (appearance/personality); Tom and John are
2. Sitting at the end of the pier, the small boy similar because they have the same hair and
has caught nothing all day. eye color.
3. The sun setting behind the mountains is a 2. (motives); Tom and John want to become
beautiful sight. doctors for different reasons. Tom thinks it
4. Troubled by the press reports, the secretary will make him rich, while John thinks he will
called a meeting. be able to help people.
5. The audience, roaring their applause,
interrupted the singer. Assess, p. 219
A 1. (motives); Paula is different from Susan
Writing: Summary because Paula wants to be popular while
Susan wants to win an essay contest.
Practice, p. 214 2. (actions); Paula and Susan behave differently
around the less popular students.
3. (actions); The actions are similar because Literary Analysis: Stage Directions
both characters change.
4. (outcome); Paula and Susan both end up Practice, p. 222
happy. Sample answers:
1. Forest scenery would not be used because
Reading: Evaluate Evidence the scene takes place in a living room.
2. He might move around quickly to show that
Practice, p. 220 he is nervous, or he might look all around
Sample answers: the room for the hat, perhaps under a couch
1. Heavy backpacks put the health of children or a chair.
and teens at risk. 3. a clock striking seven times
2. Each year emergency rooms see over 6,500
young people with injuries from heavy Assess, p. 223
backpacks; source is identified as U.S. Sample answers:
Consumer Product Safety Commission report. A 1. The setting is in the sunlight.
Some of these back injuries can last a 2. He moves slowly because he is struggling to
lifetime; source is identified as Dr. Kevin carry a large box.
Donovan.
3. the sound of birds singing
Over half of the young people who carry
heavy backpacks to school suffer back pain; B Sample answers:
no source is provided. 1. Jason is running and rushing.
The problem has become widespread; no 2. The CD player is playing music, and there is
source is provided. a sound of pebbles hitting a window.
3. Most of the evidence can be verified by
checking with the sources given and/or with Vocabulary: Prefixes trans-
other sources.
4. Yes, the evidence does logically support the Practice, p. 224
main idea. The statement that heavy A 1. transfer; 2. transact; 3. transatlantic
backpacks put the health of young people at
risk is supported by believable facts and
B 1. B; 2. C; 3. A
statistics showing just how dangerous heavy C Sample answers:
backpacks can be. 1. You would need a translation of a book in a
language that is unfamiliar to you.
Assess, p. 221 2. If you transport something, you carry it from
one place to another.
Sample answers:
3. If someone’s fame is transitory, it will not last
1. School cafeterias should offer healthier food. forever.
2. In the United States, at least one child in five
is overweight, and the number of overweight Assess, p. 225
children continues to grow; no source is
A 1. C; 2. A; 3. B
provided.
B 1. transverse; 2. transfixed; 3. transpired
Overweight children are at risk for health
problems like heart disease and joint C Sample answers:
pain, and they suffer from low self-esteem 1. T Mosquitoes can pass diseases along from
and teasing; no source is provided. one person to another.
One study found that school lunch sales did 2. F The word transcontinental means going
not drop when healthier meals were served; from one side of the continent to the
no specific source is provided. other. t
3. Most of the evidence can be verified by 3. F The word transparent means “easily seen
checking with outside sources. The evidence through,” so the motives would be obvious.
about the study would be difficult to check
since the name of the specific study is not Grammar: Gerunds and Gerund Phrases
given.
4. Some of the evidence does logically support Practice, p. 226
the main idea. The fact that many young A Sample answers:
people are overweight does suggest that 1. working; Working hard has its own
healthier lunch meals would be a good idea. reward.
The evidence also indicates that young people
2. driving; Driving to school sometimes takes a
would indeed choose the healthier meals.
long time.
3. eating; Eating too much can give you a 1. sep a rate; 2. cab i net; 3. en ve lope;
stomachache. 4. cal en dar; 5. gas o line; 6. syl la ble
4. sleeping; I enjoy sleeping late on weekends. B 1. D; 2. B; 3. A
5. practicing; Practicing basketball every day
will make you a better player. Assess, p. 231
A 1. opposite; 2. hospital; 3. correct;
Assess, p. 227 4. correct; 5. apologize; 6. envelope
A 1. Drinking large amounts of water B 1. C; 2. B; 3. D; 4. A
2. raising puppies
3. skiing Writing: Review
4. choosing sides
5. collecting stamps Practice, p. 232
6. Talking A Sample answers:
7. Insulating older homes 1. The book is about a young woman trying to
8. taking stones for souvenirs make it on her own.
9. Traveling by air 2. She likes the book very much.
10. redecorating my room 3. Readers are able to identify with what the
main character is feeling.
B Sample answers: B Students should write a review that includes a
1. Driving too fast can cause an accident. summary of the most important parts of the
2. Everyone should try exercising in the morning. work, such as its theme, the characters, and the
3. Collecting stamps and coins is Jimmy’s basic plot, as well as details that support their
favorite hobby. opinions about the book or play.
4. Cleaning her room thoroughly took Eileen
much longer than she expected. Assess, p. 233
5. Raising animals takes a lot of hard work. Sample answers:
1. A family buys an elephant and brings it back
Grammar: Combining Sentences to the suburbs.
for Variety 2. He does not like it because he does not think
it was funny.
Practice, p. 228 3. The adventures of the elephant are too
1. Examining Robert, the doctor made a predictable.
diagnosis. B Students should write a review that includes a
2. The house near the top of the hill has been summary of the most important parts of the
sold. work, such as its theme, the characters, and the
3. Darting to the left, the goalie almost blocked basic plot, as well as details that support their
the goal. opinions about the television show or movie.
Assess, p. 229 Writing: Cause-and-Effect Essay

A Sample answers:
2. Their house in the mountains is spectacular. Practice, p. 234
3. I walked down the street to the store. A Sample answers:
B Sample answers: 1. Even strange events have a logical cause.
2. Looking around the room, I noticed 2. The fierce wind caused the door to slam shut.
something was missing. 3. The writer realized the keys had disappeared
3. Starving after his workout, the wrestler ate a was a hole in his pocket.
whole pizza. B Students should write a cause-and-effect essay
about a personal experience. There should be
C Sample answers: clear cause-and-effect relationships. The essay
2. I liked picking pumpkins at the farm. should be organized using appropriate
3. George is good at playing chess. transitions.
Spelling: Syllables With No Sound Clues Assess, p. 235

Sample answers:
Practice, p. 230
1. The heavy rainfall is causing problems.
A Parentheses indicate syllables that should be
circled. 2. Several inches of rain fell during the
morning.
3. Drivers should be aware that there may be Sample answers:
flash floods. Title: Helpless Baby Mammals
4. School basements have flooded. 1. From enemies
B Students should write a cause-and-effect essay II. Born without hair
about a weather-related incident. There should B. Stay near parents for comfort
be clear cause-and-effect relationships. The
essay should be organized using appropriate
transitions.
Assess, p. 239
B Sample answers:
I. The circulatory system is your body’s delivery
Unit 6 system.
Reading: Cause and Effect B. Delivers waste products to the bladder
A. Allows you to breathe oxygen into your lungs
Practice, p. 236 2. Carbon dioxide
A 1. (she was out sick); Ingrid missed getting her
homework from school. Literary Analysis: Fables and Folk Tales
2. (Ricki was so upset about her lost dog); she
dropped her glass of milk. Practice, p. 240
3. (our class’s hard work); we collected A 1. a grasshopper and an ant
hundreds of bottles to recycle. 2. Sample answers: Planning is important.
B Sample answers: B Sample answers:
1. The clock started to strike twelve. 1. Taking the canoe into the rough waters is
2. Cinderella knew it was time to leave. adventurous.
3. Cinderella ran down the stairs in a hurry. 2. Heno is a god and has supernatural
4. She lost one of her glass slippers. powers.

A 1. (As a result of his careful preparation); Jon’s 1. the hare and the tortoise
cake was delicious. 2. The hare’s bad quality is that he brags; the
2. (he was almost twelve years old); Nathan was tortoise’s good quality is that he is patient.
able to help take care of his little brother. 3. Sample answers: It is important to keep
3. (The rain was coming down hard); I decided trying; victories should not be taken for
to wait inside for the bus. granted.
4. (he forgot to buy bread at the grocery store); B Sample answers:
Mr. Jamison was angry with himself. 1. A young man sets out to fight ogres.
5. (Harry and Sam had been friends since first 2. Pit is strong and brave; the parents are kind
grade); they decided to build a tree house and good; the ogres are evil.
together. 3. The child is “born” from a peach.
6. (the ice on the pond was solid); we knew we
could go ice-skating. Literary Analysis: Myths
7. (Barney had a coupon for two free games of
bowling); he took one of his friends with him. Practice, p. 242
8. (Amanda hated winter); decided it was time to Sample answers:
move to Florida. 1. He is willing to enter the cave of a fire-
B Sample answers: breathing dragon.
1. Hansel and Gretel did not want to get lost. 2. The monster is mythical; a creature could not
prevent rain.
2. They threw bread crumbs on the ground.
3. The statement expresses the value of self-
3. The children saw a friendly-looking house
sacrifice to save others’ lives.
made of candy and gingerbread.
4. The lesson taught is that great deeds live on,
4. They ate parts of the house.
and people can learn from them.
Reading: Make Outlines

Assess, p. 243
Practice, p. 238 Sample answers:
A 1. A human can enter the gods’ realm.
2. Persia does something that seems Grammar: Independent and
impossible. Subordinate Clauses
3. The value of family ties is expressed.
4. The lesson is taught that Persia has Practice, p. 248
sacrificed her happiness for the needs of 1. IND; 2. NC; 3. SUB; 4. SUB; 5. IND;
others. 6. NC; 7. IND; 8. SUB; 9. SUB; 10. NC
B Sample answer: Mun can speak and understand
the language of the animals and plants in the Assess, p. 249
forest; the forest has an entrance. A 1. SUB; 2. IND; 3. IND; 4. SUB; 5. IND
B 1. You will see warning lights
2. that tells the history of our state
3. The science experiment was confusing.
Practice, p. 244
4. When intermission was over
A 1. Fantasy; 2. Reality; 3. Fantasy; 4. Reality
5. we did not go shopping last night
B Sample answers:
Elements of Fantasy: the walls made of cheese; C Sample answers:
the cotton-candy pillows; the gingerbread man 1. He showed me the ditch.
sitting at the kitchen table 2. Jean performed well at the concert.
Elements of Reality: going into a room and 3. We took a long walk.
thinking something is different; one character
4. Here is the e-mail.
being angry with another
5. I would hire more police officers.
Assess, p. 245 Grammar: Simple, Compound, and

A 1. Reality; 2. Fantasy; 3. Reality; 4. Fantasy; Complex Sentences
5. Reality; 6. Fantasy; 7. Fantasy; 8. Reality
B Sample answers: Practice, p. 250

Elements of Fantasy: water that freezes on a 1. compound; 2. simple; 3. simple;
floor; ice-skating on a kitchen floor 4. complex; 5. compound
Elements of Reality: opening the windows in a
kitchen; putting on ice skates; going outside for Assess, p. 251
a walk
A 1. simple; 2. complex; 3. compound;
Vocabulary: Suffixes and Word Roots 4. compound; 5. simple; 6. complex;
-ible, -ous, -splend-, -pen- 7. compound
B 1. The children gathered around, and the
Practice, p. 246 librarian read them a story.
A 1. penalty; 2. victorious; 3. visible; 4. splendid 2. When the bike store had a big sale, we all
B “tending to” or “capable of”: incredible bought new helmets.
“having,” “full of,” or “characterized by”: 3. The band played four songs, but I did not like
perilous, porous any of them.
“to shine”: resplendent
“punishment” or “pain”: penance, penal
Practice, p. 252
Assess, p. 247
A 1. B; 2. D; 3. A; 4. C Sample answers:
B 1. D; 2. A; 3. B; 4. C 1. Martha goes to ceramics class every
C Sample answers: Friday.
1. F If you receive a penalty, you are being 2. Because the girls arrived late, they did not
punished and should not expect a reward. get good seats.
2. F Thunderous means “loud,” so the audience 3. Michelle fell out of the boat.
liked the performance and clapped enthusiastically. 4. The fans cheered for the winning team.
3. T Since edible means “capable of being eaten,”
you should expect to order edible food at Assess, p. 253
a restaurant. A 1. SF; 2. SF; 3. CS; 4. SF; 5. SF; 6. CS; 7. SF
4. F If you did splendidly on a test, you did B Sample answers:
very well and do not need to study 1. It was not easy to solve the mystery.
harder.
2. All kinds of sports equipment were lying on Assess, p. 257
the gym floor.
Sample answers:
3. John and Karla painted the kitchen cabinets
green. 1. It is organized point by point. One aspect of
both subjects is presented, followed by other
4. When the play was over, the audience
aspects of both subjects.
stood.
2. Aunt Mabel dresses in bright colors, while
5. Kelly played the harmonica in the talent show.
Uncle Bob wears quiet colors. She is friendly,
6. We will leave as soon as the baby falls asleep. and he is shy.
7. Taking care of two dogs and a parrot is 3. They are both great people in their own way.
rewarding work.
B Students should write an essay that compares
two people using either subject-by-subject or
Writing: Fable
point-by-point organization. They should include
clear facts and details about each subject to
Practice, p. 254 support their point of view.
A 1. “In numbers there is strength.”
2. Sample answer: A lot of ants do something Writing: Multimedia Report
together that one ant could not do alone.
3. Sample answer: Cause: The ant asks for Practice, p. 258
help. Effect: The ant’s neighbors help him.
Sample answers:
B Students should write a fable that teaches the
1. The topic is too broad. John cannot present a
value of having courage. It should use animal
report on all the battles of the Civil War.
characters that act human and should be
organized according to cause and effect. 2. John could cover only one or two important
battles.
Assess, p. 255 3. He could videotape just one reenacted battle;
he could show old photographs and play
Sample answers: recordings of Civil War songs.
1. Sometimes only one person is needed to
perform a task. Assess, p. 259
2. Big Bear made a delicious stew without the
Sample answers:
help of others.
3. Cause: Big Bear left his pot unattended.
A 1. Kate’s topic is too broad; maybe she should
concentrate on just a few artists or one kind
Effect: The other bears tried to interfere with
of artwork.
Big Bear’s cooking.
2. Kate could ask for help at a library, and she
B Students should write a fable that teaches
can use the Internet. She might also
the value of helping others. It should use
interview the local artist she knows.
animal characters that act human; it should
be organized according to cause and 3. Instead of just presenting a slide show,
effect. Kate could videotape the artist at work,
while he explains his approach. Kate
Writing: Essay might also want to bring some of her
grandmother’s paintings to class and talk
about their style.
Practice, p. 256
B Students should choose a narrow topic, state a
A Sample answers: clearly focused main idea, give two examples of
1. It is organized subject by subject. All the media, and explain how the research will be
details about one subject are presented first. done. They should write a brief description of
Then all the details about the other subject their plans for the report.
are presented.
2. Ginger is independent, and Romaine likes Reading: Setting a Purpose
company. Ginger ignores the writer, and for Reading
Romaine wants to play with the writer.
3. They are both household pets. Practice, p. 260
B Students should write an essay that compares 1. Sample answers: Students might underline
two animals, using either subject-by-subject or the title and dateline and perhaps,
point-by-point organization. They should include “unexpected blizzard hit the Chicago area last
clear facts and details about each subject to night.”
support their point of view. 2. to gain understanding
Assess, p. 261 3. Sample answer: If you love something, you
A Sample answers: must care for it but also allow it to be free.
1. I learned how honeybees and worker bees B Sample answers:

turn nectar into honey. Universal theme: It is better to give than to
2. nectar, honey receive.
3. to learn about a subject Details that support the theme: Both Joanna
and Henry are pleased with the results; Joanna
B 1. B; 2. A; 3. B does not need another scarf.

Assess, p. 267
Practice, p. 262 A 1. Kyle
1. B; 2. B; 3. D 2. Sample answer: It is important not to give up
hope, even when things seem hopeless.
Assess, p. 263 B Sample answers:

1. D; 2. A; 3. C Universal theme: Know what is truly important
in life (people rather than things)
Literary Analysis: Personification Details that support the theme: The coins
disappear; the old man’s family disappears.
Practice, p. 264
Literary Analysis: Foreshadowing
A 1. N; 2. P; 3. P; 4. P; 5. N; 6. N
and Flashback
B Lanzo Lizard dozed in the sun, basking and
dreaming. He opened one eye and rolled it this
way and that way, looking for any signs of
Practice, p. 268
danger. Far away he could see the shape of a A 1. (Flashback); reminded; Then he was there.
hawk on the hunt. “I’d better hide,” he thought. 2. (Foreshadowing); the door creaked open; no
“I don’t want to be that hawk’s lunch!” one would be be home for hours
B 1. (stain on the ceiling); Funny, I hadn’t noticed
Assess, p. 265 that before. The details suggest that
A 1. N; 2. N; 3. P; 4. N; 5. N; 6. P; 7. N; 8. P something is wrong—perhaps the roof is
leaking or a bathtub has overflowed.
B The centipede always wondered why he
moved so slowly when, after all, he had a 2. (tore excitedly); (slowly raised); (eyes grew
hundred legs. He thought about this question wide with amazement); Sharon is very
day and night. One day, as he was inching surprised. She may love the gift, or she may
along, moving all one hundred legs as fast as he not like it at all.
possibly could, a snake slithered past him.
“Sss,” said the snake, “what a ssslowpoke.” Assess, p. 269
“Hello to you, too,” replied the centipede, A 1. (Flashback); thought; Now it was that time
keeping his eyes to the ground. again.
“I am fasster than you, and I have no legss 2. (Flashback); long-forgotten memory; as he
at all. Ha, ha!” With that, the snake raced drove; He fell.
off, leaving the poor centipede in tears. The 3. (Foreshadowing): he noticed a few clouds
snake was so busy laughing and speeding along overhead
that he did not notice the boy carrying a B a fast-moving shadow crossed his path;
container. something had died nearby; the air became
“Cool! A garter snake! I wanted to find a cold; but not in the way Peter had planned.
centipede, but a snake will make a much better
exhibit at the science fair!” Vocabulary: Suffixes and Word Roots
The centipede smiled and did a little -ment, -ary, -van-, -mort-
hundred-legged jig. “Sometimes slower is better,”
he thought. Practice, p. 270
A 1. momentary; 2. vanish; 3. mortify; 4. argument
Literary Analysis: Universal Theme B “act,” “art,” or “process of”: measurement,
investment
Practice, p. 266 “related to” or “connected with”: aviary, planetary
A 1. Ute “empty”: evanescent
2. Sample answer: She comes to understand “death”: immortalize
that she must let go of Johannes.
Assess, p. 271 Grammar: Punctuating Citations
A 1. C; 2. D; 3. A; 4. B and Titles
B 1. vanity; 2. cautionary; 3. mortal; 4. entertainment
C 1. D; 2. D; 3. A; 4. B Practice, p. 276
1. A; 2. B; 3. B; 4. A
Assess, p. 277
Practice, p. 272 A 1. A; 2. B; 3. A; 4. B
1. The following types of dogs are used for B 1. B; 2. A; 3. A; 4. B; 5. B
hunting: spaniels, setters, and pointers.
2. The alarm was set for 6:40 A.M.; she had to Spelling: Word Families
leave for the match by 8:05.
3. Dear Sir or Madam: I am writing to reply to Practice, p. 278
your ad in the newspaper. A 1–4: telescope, television, telephone, telecast;
4. Concerts will be held on Monday, June 1; 5–7: automatic, automobile, autograph;
Friday, June 5; and Sunday, June 7. 8–10: bicycle, recycle, cyclone
B Sample answers:
Assess, p. 273 1. An autobiography is a story that a person
A 1. B; 2. A; 3. B; 4. B; 5. A writes about himself or herself.
B 1. Many animals in the rain forests are dying 2. A telegraph is a machine that can send
out; however, people are trying to save them. written messages.
2. Notice: Dogs must be on leashes. 3. A unicycle is a vehicle with one wheel.
3. Dear Mr. Smith: Please review the enclosed
application. Assess, p. 279
4. Combine one onion, finely chopped; one clove A 1. B; 2. F; 3. D; 4. E; 5. I; 6. G; 7. J; 8. C; 9. A;
of garlic, minced; and 1 tablespoon of olive oil. 10. H
5. These animals live in the desert: geckos, B 1. B; 2. D; 3. A; 4. C; 5. A; 6. D
rattlesnakes, bobcats, and coyotes.
Writing: Invitation
Grammar: Commas
Practice, p. 280
Practice, p. 274 A Sample answers:
1. A; 2. A; 3. B; 4. B; 5. A 1. The date, time, and place are all included.
There is also a phone number to call to
Assess, p. 275 respond.
A 1. Tornadoes, hurricanes, and earthquakes; 2. jump
2. scary, harmful, and dangerous; 3. “We hope to have you with us,” “please”
3. wreck, homes, injure people, and cost money; B Students should write an invitation that
4. Correct; 5. Correct; 6. saving lives, supplying includes descriptive words and important
food, and rebuilding homes; 7. transportation, information.
building, and supplies; 8. food, water and
medicine Assess, p. 281
B 1. Clusters of yellow, purple, orange, and white Sample answers:
flowers dotted the hill. A 1. the time and place of the event; a way to
2. Joe built the birdhouse, painted it, and contact the person who sent the invitation
mounted it on the tree. 2. chocolate-covered and peanut-butter-frosted
3. Performers in Broadway musicals must sing, (to describe the cupcakes)
dance, and act well. 3. reptile (before “party”), with cool posters (to
4. The squirrel dashed over the wall, across the describe how the classroom will be decorated)
yard, and up the tree. 4. The writer should use more words that have
5. Hawks, owls, and songbirds often visit to do with the theme of dinosaurs, such as
marshes. “Come to our cave.”
B Students should write a new invitation that uses
descriptive words and includes the important
information.
Writing: Plot Proposal A Sample answers:
1. People should take an interest in the
Practice, p. 282 American buffalo.
A Sample answers: 2. The student needs to learn more facts about

the American buffalo in history and in the
1. People can always learn something new.
present.
2. the challenge of finding out about the hills
B 1–4. Students should describe their topic, state
3. The characters examine caves, dig up rocks, a thesis, explain where they would look for
and read old books. information about the topic, and describe
B Students should write a plot proposal that their plan for organizing the information.
includes major events in the story, a theme, and
a conflict that is resolved. Assess, p. 285
Assess, p. 283 Sample answers:
1. What makes reality television shows so
A Sample answers: popular?
1. Adventures can have funny endings. 2. Do you prefer shows that display people’s
2. The balloon flies off course and almost hits a special talents, such as singing or dancing ?
farmhouse. 3. The topic is too broad. The student should
3. The men manage to avoid hitting the cover only the popularity of today’s reality
farmhouse; they land in a field. shows.
4. The cows hardly notice the balloon. B 1–4. Students should describe a topic related to
B Students should write a plot proposal that the field of art, music, or entertainment,
includes major events in the story, a theme, and state a thesis, explain where they would
a conflict that is resolved. The story should have look for information about the topic, and
an amusing ending. describe their plan for organizing the
information.
Practice, p. 284

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© by Savvas Learning company LLC,All Rights Reserved.

Part 1 Practice and Assess

Part 2 Everyday Reading Strategies

Part 3 Classroom Management for Differentiated Instruction

Part 4 Language Arts Instruction—Professional Articles

Subject: ___________________________________ Subject:____________________________________

Subject: ___________________________________ Subject:____________________________________

Subject: ___________________________________ Subject:____________________________________

© by Savvas Learning company LLC, All Rights Reserved. Reading Kit ix

x Reading Kit © by Savvas Learning company LLC, All Rights Reserved.

Subject: ___________________________________ Subject:____________________________________

Subject: ___________________________________ Subject:____________________________________

Subject: ___________________________________ Subject:____________________________________

© by Savvas Learning company LLC, All Rights Reserved. Reading Kit xi

Reading: Make Predictions

One Very Refreshing Drink

1. Which event might happen next in the story?

2. Which prediction for the future is most likely to be true?

2 Reading Kit © by Savvas Learning company LLC All rights reserved.

Reading: Make Predictions

A Read the passage. Then, answer the questions.

2. Would you predict that this story will be serious or funny?

3. What do you predict the next paragraph will be about?

4. What clue are you using to make your prediction?

We went to the nursery and got flats of plants—all of Mom’s favorites.

1. What do you predict might happen next?

© by Savvas Learning company LLC All rights reserved. Reading Kit 3

Reading: Analyze Structural Features

3. When you click on an icon of a compass, a map of CityZoo appears.

4. You click on an icon of a monkey and go to CityZoo’s Web page about

Reading: Analyze Structural Features

1. Links A. Images that can lead you to more information

2. Icons B. Pictures, maps, and other visual features of Web

3. Graphics C. Connections to other spots on the Web, often

3. If you clicked on the icon of a snowflake at the nature museum’s Web

© by Savvas Learning company LLC All rights reserved. Reading Kit 5

Literary Analysis: Plot

1. At the beginning of a story, you learn that Tommy is given a puppy he

6 Reading Kit © by Savvas Learning company LLC All rights reserved.

Literary Analysis: Plot

1. At the beginning of a story, you learn that Liz is an adventurous young

© by Savvas Learning company LLC All rights reserved. Reading Kit 7

Literary Analysis: Narrator and Point of View

3. When my mother and I arrived at the stable, we realized that

8 Reading Kit © by Savvas Learning company LLC All rights reserved.

Literary Analysis: Narrator and Point of View

1. With first-person point of view, who is the narrator?

2. With third-person point of view, who is the narrator?

3. Readers cannot be sure whether to believe the person telling a story.

B Read each passage. Then, answer the questions.

1. What is the point of view?

3. What is the point of view?

© by Savvas Learning company LLC All rights reserved. Reading Kit 9

Literary Analysis: Comparing Fiction and Nonfiction

1. Which of the following statements is true about fiction?

2. Which of the following statements is true about nonfiction?

1. The History of Bee County

2. Talks with a Teddy Bear

3. The Legend of White Creek

4. The Life of Ben Franklin

5. African Lions: A Study

6. Freddy and the Ghost Truck

Literary Analysis: Comparing Fiction and Nonfiction

Subject: _ Subject:__

Subject: _ Subject:__

Subject: _ Subject:__

Subject: _ Subject:__

Subject: _ Subject:__

Subject: _ Subject:__